Organization: Product Name: Miller and Levine Biology Florida Product Version: v1.0 Source: IMS Online Validator Profile: 1.2.0 Identifier: realize-7c11c62a-06c8-3c7e-a87b-d078eb3efa18 Timestamp: Tuesday, January 22, 2019 12:11 PM EST Status: VALID! Conformant: true ----- VALID! ----- Resource Validation Results The document is valid. ----- VALID! ----- Schema Location Results Schema locations are valid. ----- VALID! ----- Schema Validation Results The document is valid. ----- VALID! ----- Schematron Validation Results The document is valid. Curriculum Standards: d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. - LAFS.910.WHST.1.1.d e. Provide a concluding statement or section that follows from or supports the argument presented. - LAFS.910.WHST.1.1.e Identify basic trends in hominid evolution from early ancestors six million years ago to modern humans, including brain size, jaw size, language, and manufacture of tools. - SC.912.L.15.10 Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. - SC.912.L.15.13 Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. - SC.912.L.15.14 Describe how mutation and genetic recombination increase genetic variation. - SC.912.L.15.15 Compare and contrast structure and function of various types of microscopes. - SC.912.L.14.4 Systems of specialized cells within organisms help them perform the essential functions of life. (HS-LS1-1) - HS-LS1-A-1 Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. - SC.912.L.14.3 All cells contain genetic information in the form of DNA molecules. Genes are regions in the DNA that contain the instructions that code for the formation of proteins, which carry out most of the work of cells. (HS-LS1-1) - HS-LS1-A-2 Recognize similar characteristics (traits) between a child and parents, such as hair, eye, and skin color, or height. - SC.912.L.16.Pa.a Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. - SC.912.L.14.6 Multicellular organisms have a hierarchical structural organization, in which any one system is made up of numerous parts and is itself a component of the next level. (HS-LS1-2) - HS-LS1-A-3 Recognize similarities in characteristics of plants and animals of the same type (species). - SC.912.L.16.Pa.b A scientific theory is a substantiated explanation of some aspect of the natural world, based on a body of facts that have been repeatedly confirmed through observation and experiment and the science community validates each theory before it is accepted. If new evidence is discovered that the theory does not accommodate, the theory is generally modified in light of this new evidence. - HS-NoS-8.c Recognize that illness can result when parts of our bodies are not working properly. - SC.912.L.16.Pa.c Feedback mechanisms maintain a living system's internal conditions within certain limits and mediate behaviors, allowing it to remain alive and functional even as external conditions change within some range. Feedback mechanisms can encourage (through positive feedback) or discourage (negative feedback) what is going on inside the living system. (HS-LS1-3) - HS-LS1-A-4 Recognize a food. - SC.912.L.16.Pa.d Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). - SC.912.L.14.2 Recognize that living things produce offspring (reproduce). - SC.912.L.16.Pa.f Describe the scientific theory of cells (cell theory) and relate the history of its discovery to the process of science. - SC.912.L.14.1 Analyze data using tools, technologies, and/or models in order to make valid and reliable scientific claims or determine an optimal design solution. - HS-SEP-4.a a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence. - LAFS.910.WHST.1.1.a b. Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience???s knowledge level and concerns. - LAFS.910.WHST.1.1.b c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. - LAFS.910.WHST.1.1.c Organisms are classified based on their evolutionary history. - SC.912.L.15.C The scientific theory of evolution is supported by multiple forms of scientific evidence. - SC.912.L.15.B Natural selection is a primary mechanism leading to evolutionary change. - SC.912.L.15.D Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. - SC.912.L.14.52 Recognize that humans need different kinds of food. - SC.912.L.18.Pa.a Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. - SC.912.N.2.C The scientific theory of evolution is the fundamental concept underlying all of biology. - SC.912.L.15.A Scientific knowledge is durable and robust, but open to change. - SC.912.N.2.B Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. - HS-LS2-5 Recognize that saliva helps people eat when they chew. - SC.912.L.18.Pa.d Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem. - HS-LS2-4 Recognize that plants and animals use water to live. - SC.912.L.18.Pa.e Recognize that plants need water, light, and air to grow. - SC.912.L.18.Pa.b Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity. - HS-LS2-7 Identify that food is a source of energy. - SC.912.L.18.Pa.c Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem. - HS-LS2-6 Discuss distinguishing characteristics of the domains and kingdoms of living organisms. - SC.912.L.15.6 Evaluate the evidence for the role of group behavior on individual and species' chances to survive and reproduce. - HS-LS2-8 Describe the scientific explanations of the origin of life on Earth. - SC.912.L.15.8 Identify what is science, what clearly is not science, and what superficially resembles science (but fails to meet the criteria for science). - SC.912.N.2.1 The many dynamic and delicate feedbacks between the biosphere and other Earth systems cause a continual co-evolution of Earth's surface and the life that exists on it. (HSESS2- 7) - HS-ESS2-E-1 Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. - HS-LS2-1 Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. - HS-LS2-3 Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. - HS-LS2-2 Identify which questions can be answered through science and which questions are outside the boundaries of scientific investigation, such as questions addressed by other ways of knowing, such as art, philosophy, and religion. - SC.912.N.2.2 Natural selection occurs only if there is both (1) variation in the genetic information between organisms in a population and (2) variation in the expression of that genetic information—that is, trait variation—that leads to differences in performance among individuals. (HS-LS4-2),(HS-LS4-3) - HS-LS4-B-1 The traits that positively affect survival are more likely to be reproduced, and thus are more common in the population. (HS-LS4-3) - HS-LS4-B-2 Analyze the movement of matter and energy through the different biogeochemical cycles, including water and carbon. - SC.912.E.7.1 All forms of energy production and other resource extraction have associated economic, social, environmental, and geopolitical costs and risks as well as benefits. New technologies and social regulations can change the balance of these factors. (HS-ESS3-2) - HS-ESS3-A-2 Use mathematical models and/or computer simulations to predict the effects of a design solution on systems and/or the interactions between systems. - HS-SEP-5.b Analyze how heredity and family history can impact personal health. - HE.912.C.1.7 Analyze strategies for prevention, detection, and treatment of communicable and chronic diseases. - HE.912.C.1.5 Humanity faces major global challenges today, such as the need for supplies of clean water and food or for energy sources that minimize pollution, which can be addressed through engineering. These global challenges also may have manifestations in local communities. (HS-ETS1-1) - HS-ETS1-A-2 Evaluate how environment and personal health are interrelated. - HE.912.C.1.3 Recognize that energy is stored in cells. - SC.912.L.18.In.e Most multicellular organisms are composed of organ systems whose structures reflect their particular function. - SC.912.L.14.D Recognize that plants give off oxygen that is used by animals and animals give off carbon dioxide that is used by plants. - SC.912.L.18.In.d Life can be organized in a functional and structural hierarchy ranging from cells to the biosphere. - SC.912.L.14.C Identify that cells release energy from food so the organism can use it (cellular respiration). - SC.912.L.18.In.c Identify the products and function of photosynthesis. - SC.912.L.18.In.b Identify that carbohydrates, fats, proteins, and nucleic acids (macromolecules) are important for human organisms. - SC.912.L.18.In.a Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. - SC.912.L.16.10 Describe the basic anatomy and physiology of the human reproductive system. Describe the process of human development from fertilization to birth and major changes that occur in each trimester of pregnancy. - SC.912.L.16.13 Processes in a cell can be classified broadly as growth, maintenance, reproduction, and homeostasis. - SC.912.L.14.B Cells have characteristic structures and functions that make them distinctive. - SC.912.L.14.A English language learners communicate information, ideas and concepts necessary for academic success in the content area of Science. - ELD.K12.ELL.SC.1 Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. - HS-LS1-6 Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. - SC.912.L.16.14 Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. - HS-LS1-5 Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. - SC.912.L.16.17 Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed resulting in a net transfer of energy. - HS-LS1-7 Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. - SC.912.L.16.16 Relate the structure of each of the major plant organs and tissues to physiological processes. - SC.912.L.14.7 Changes in the physical environment, whether naturally occurring or human induced, have thus contributed to the expansion of some species, the emergence of new distinct species as populations diverge under different conditions, and the decline—and sometimes the extinction—of some species. (HS-LS4-5) - HS-LS4-C-4 Species become extinct because they can no longer survive and reproduce in their altered environment. If members cannot adjust to change that is too fast or drastic, the opportunity for the species' evolution is lost. (HS-LS4-5) - HS-LS4-C-5 Recognize that theories do not become laws, nor do laws become theories; theories are well supported explanations and laws are well supported descriptions. - SC.912.N.3.4 Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. - HS-LS1-2 Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells. - HS-LS1-1 Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. - HS-LS1-4 Explain that a scientific theory is the culmination of many scientific investigations drawing together all the current evidence concerning a substantial range of phenomena; thus, a scientific theory represents the most powerful explanation scientists have to offer. - SC.912.N.3.1 Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. - HS-LS1-3 Recognize that people and animals breathe in the oxygen that plants give off. - SC.912.L.18.Su.d Recognize that cells get energy from food. - SC.912.L.18.Su.c Recognize that the function of photosynthesis is to produce food for plants. - SC.912.L.18.Su.b Recognize that humans use proteins, carbohydrates, and fats. - SC.912.L.18.Su.a Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. (HS-LS4-3),(HS-LS4-4) - HS-LS4-C-2 Recognize a variety of cause-effect relationships related to science. - SC.912.N.2.Pa.b Identify that special properties of water, such as the ability to moderate temperature and dissolve substances, help to sustain living things on Earth. - SC.912.L.18.In.g Identify the important role of water in sustaining life of plants and animals. - SC.912.L.18.Su.f Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment's limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. (HS-LS4-2) - HS-LS4-C-1 Recognize that enzymes break down food molecules during the digestive process. - SC.912.L.18.In.f Recognize that food is broken down in digestion (use of enzymes). - SC.912.L.18.Su.e Identify a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Identify a scientific question 2. Examine reliable sources of information to identify what is already known 3. Develop a possible explanation (hypothesis) 4. Plan and carry out an experiment 5. Gather data based on measurement and observations 6. Evaluate the data 7. Use the data to support reasonable explanations, inferences, and conclusions. - SC.912.N.1.In.a Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. - LAFS.910.WHST.4.10 When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts. (HS-ETS1-3) - HS-ETS1-B-1 Develop a model based on evidence to illustrate and/or predict the relationships between systems or between components of a system. - HS-SEP-2.c Identify the basic process used in scientific investigations, including questioning, observing, recording, determining, and sharing results. - SC.912.N.1.Su.b Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. - SC.912.N.1.Su.a Describe the processes used in scientific investigations, including posing a research question, forming a hypothesis, reviewing what is known, collecting evidence, evaluating results, and reaching conclusions. - SC.912.N.1.In.b Recognize that scientists use a variety of methods to get answers to their research questions. - SC.912.N.1.Su.d Identify that scientists use many different methods in conducting their research. - SC.912.N.1.In.d Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. - HS-ETS1-3 Environmental factors also affect expression of traits, and hence affect the probability of occurrences of traits in a population. Thus the variation and distribution of traits observed depends on both genetic and environmental factors. (HS-LS3-2),(HS-LS3-3) - HS-LS3-B-2 Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering. - HS-ETS1-2 Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem. - HS-ETS1-4 Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. - HS-ETS1-1 In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. (HS-LS3-2) - HS-LS3-B-1 Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity. - HS-ESS3-6 Analyze geoscience data and the results from global climate models to make an evidence-based forecast of the current rate of global or regional climate change and associated future impacts to Earth systems. - HS-ESS3-5 Create a computational simulation to illustrate the relationships among management of natural resources, the sustainability of human populations, and biodiversity. - HS-ESS3-3 Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios. - HS-ESS3-2 Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity. - HS-ESS3-1 c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts. - LAFS.910.WHST.1.2.c Recognize characteristics (traits) that offspring inherit from parents. - SC.912.L.16.Su.a d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers. - LAFS.910.WHST.1.2.d Recognize that all organisms have a substance called DNA with unique information. - SC.912.L.16.Su.b e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. - LAFS.910.WHST.1.2.e f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). - LAFS.910.WHST.1.2.f Recognize major phases in the process of human development from fertilization to birth. - SC.912.L.16.Su.e Recognize that cells reproduce by dividing. - SC.912.L.16.Su.f Recognize that cancer may result when cells change or grow too fast. - SC.912.L.16.Su.c Recognize that new medicines and foods can be developed by science (biotechnology). - SC.912.L.16.Su.d Identify that genes are sets of instructions that determine which characteristics are passed from parent to offspring. - SC.912.L.16.In.a Identify types of renewable and nonrenewable natural resources and explain the need for conservation. - SC.912.L.17.In.g Describe ways the lifestyles of individuals and groups can help or hurt the environment. - SC.912.L.17.In.h Scientific inquiry is characterized by a common set of values that include: logical thinking, precision, open-mindedness, objectivity, skepticism, replicability of results, and honest and ethical reporting of findings. - HS-NoS-1.c Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. - SC.912.L.16.In.c Identify the components of a food web, including sunlight, producers, consumers, and decomposers, and trace the flow of energy from the Sun. - SC.912.L.17.In.e Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. - SC.912.N.1.Pa.a Identify the major parts of the brain on diagrams or models. - SC.912.L.14.26 Identify the contributions of non-living elements, such as carbon and oxygen, to maintaining life in an ecosystem. - SC.912.L.17.In.f Identify traits that plants and animals, including humans, inherit. - SC.912.L.16.In.b Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. - SC.912.N.1.Pa.b Identify ways individuals can help the environment. - SC.912.L.17.Su.h Identify that clean water and air are important for supporting life in an ecosystem. - SC.912.L.17.Su.f Identify a way to conserve a familiar, nonrenewable, natural resource. - SC.912.L.17.Su.g Recognize changes in living things (biodiversity) that can result from natural catastrophic events and human activity. - SC.912.L.17.Su.d Identify producers, consumers, and decomposers in a simple food chain. - SC.912.L.17.Su.e Identify ways that biotechnology has impacted society and the environment, such as the development of new medicines and farming techniques. - SC.912.L.16.In.e Identify relationships among organisms, including helping each other (mutualism); obtaining food (predation); benefiting at the expense of the other (parasitism); and competing with each other for food, space, or shelter (competition). - SC.912.L.17.In.c Recognize how animals and plants in an ecosystem may be affected by changes to the food supply or climate. - SC.912.L.17.Su.b Recognize possible changes in an ecosystem (biodiversity) that can result from natural catastrophic events, changes in climate, and human activity. - SC.912.L.17.In.d Recognize that organisms can interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at expense of the other (parasitism). - SC.912.L.17.Su.c Identify that cancer can result when cells change or grow uncontrollably. - SC.912.L.16.In.d Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). - SC.912.L.16.In.g Recognize that living things in oceans and fresh water are affected by the location, availability of light, depth of the water, and temperature. - SC.912.L.17.In.a Recognize that living things in bodies of water are affected by the location and depth of the water. - SC.912.L.17.Su.a Describe the basic process of human development from fertilization to birth. - SC.912.L.16.In.f Identify that living things in an ecosystem are affected by changes in the environment, such as changes to the food supply, climate change, or the introduction of predators. - SC.912.L.17.In.b Criteria may need to be broken down into simpler ones that can be approached systematically, and decisions about the priority of certain criteria over others (trade-offs) may be needed. (HSETS1- 2) - HS-ETS1-C-1 Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data and refine the design accordingly. - HS-SEP-3.b Group behavior has evolved because membership can increase the chances of survival for individuals and their genetic relatives. (HS-LS2-8) - HS-LS2-D-1 a. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. - LAFS.910.WHST.1.2.a b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience???s knowledge of the topic. - LAFS.910.WHST.1.2.b Describe the factors affecting blood flow through the cardiovascular system. - SC.912.L.14.36 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology???s capacity to link to other information and to display information flexibly and dynamically. - LAFS.910.WHST.2.6 Construct an argument based on evidence about the simultaneous coevolution of Earth's systems and life on Earth. - HS-ESS2-7 Energy drives the cycling of matter within and between systems. - HS-CCC-5.d Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere. - HS-ESS2-6 Genetic information provides evidence of evolution. DNA sequences vary among species, but there are many overlaps; in fact, the ongoing branching that produces multiple lines of descent can be inferred by comparing the DNA sequences of different organisms. Such information is also derivable from the similarities and differences in amino acid sequences and from anatomical and embryological evidence. (HS-LS4-1) - HS-LS4-A-1 Use a model to describe how variations in the flow of energy into and out of Earth's systems result in changes in climate. - HS-ESS2-4 Recognize the importance of clean water for living things. - SC.912.L.17.Pa.f Recognize that animals (consumers) eat animals and plants for food. - SC.912.L.17.Pa.e Recognize a way to help the local environment. - SC.912.L.17.Pa.g Recognize what happens to plants and animals when they don't get enough food or water. - SC.912.L.17.Pa.b Recognize common living things in bodies of water. - SC.912.L.17.Pa.a Recognize actions that are harmful to living things. - SC.912.L.17.Pa.d Recognize examples of mutual relationships between people and other living things. - SC.912.L.17.Pa.c Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. - SC.912.L.18.1 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9???10 texts and topics. - LAFS.910.RST.2.4 Recognize examples of cause-effect descriptions or explanations related to science. - SC.912.N.3.Pa.a Evaluate the validity and reliability of multiple claims, methods, and/or designs that appear in scientific and technical texts or media reports, verifying the data when possible. - HS-SEP-8.d Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. - LAFS.910.WHST.2.5 Communicate scientific and technical information or ideas (e.g. about phenomena and/or the process of development and the design and performance of a proposed system) in multiple formats. - HS-SEP-8.e Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. - LAFS.910.WHST.2.4 Analyze the author???s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address. - LAFS.910.RST.2.6 Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy). - LAFS.910.RST.2.5 Moreover, anthropogenic changes (induced by human activity) in the environment—including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change—can disrupt an ecosystem and threaten the survival of some species. (HS-LS2-7) - HS-LS2-C-2 A complex set of interactions within an ecosystem can keep its numbers and types of organisms relatively constant over long periods of time under stable conditions. If a modest biological or physical disturbance to an ecosystem occurs, it may return to its more or less original status, as opposed to becoming a very different ecosystem. Extreme fluctuations in conditions or the size of any population, however, can challenge the functioning of ecosystems in terms of resources and habitat availability. (HS-LS2-2),(HS-LS2-6) - HS-LS2-C-1 Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell. - SC.912.L.18.10 Although active geologic processes, such as plate tectonics and erosion, have destroyed or altered most of the very early rock record on Earth, other objects in the solar system, such as lunar rocks, asteroids, and meteorites, have changed little over billions of years. Studying these objects can provide information about Earth's formation and early history. (HS-ESS1-6) - HS-ESS1-C-2 Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. - SC.912.L.18.11 Create a model of aerobic respiration demonstrating flow of matter and energy out of a cell. Use the model to explain energy transfer mechanisms. Compare aerobic respiration to alternative processes of glucose metabolism. - BIO1.LS1.9 Discuss the special properties of water that contribute to Earth's suitability as an environment for life: cohesive behavior, ability to moderate temperature, expansion upon freezing, and versatility as a solvent. - SC.912.L.18.12 Sort common living things into plant and animal kingdoms. - SC.912.L.15.Pa.b Recognize that plants and animals change as they age. - SC.912.L.15.Pa.a Draw evidence from informational texts to support analysis, reflection, and research. - LAFS.910.WHST.3.9 Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts. - LAFS.910.RST.3.9 Assess the extent to which the reasoning and evidence in a text support the author???s claim or a recommendation for solving a scientific or technical problem. - LAFS.910.RST.3.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. - LAFS.910.WHST.3.8 Recognize differences in physical characteristics within a species of animals, such as different types of dogs. - SC.912.L.15.Pa.d Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. - LAFS.910.WHST.3.7 Recognize that animals produce offspring. - SC.912.L.15.Pa.c 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). - SC.912.N.1.1.6 7. Pose answers, explanations, or descriptions of events, - SC.912.N.1.1.7 The geological record shows that changes to global and regional climate can be caused by interactions among changes in the sun's energy output or Earth's orbit, tectonic events, ocean circulation, volcanic activity, glaciers, vegetation, and human activities. These changes can occur on a variety of time scales from sudden to intermediate (ice ages) to very long-term tectonic cycles. (HS-ESS2-4) - HS-ESS2-A-3 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). - SC.912.N.1.1.4 5. Plan investigations, (Design and evaluate a scientific investigation). - SC.912.N.1.1.5 Investigating or designing new systems or structures requires a detailed examination of the properties of different materials, the structures of different components, and connections of components to reveal its function and/or solve a problem. - HS-CCC-6.a 8. Generate explanations that explicate or describe natural phenomena (inferences), - SC.912.N.1.1.8 9. Use appropriate evidence and reasoning to justify these explanations to others, - SC.912.N.1.1.9 Create a model for the major events of the eukaryotic cell cycle, including mitosis. Compare and contrast the rates of cell division in various eukaryotic cell types in multicellular organisms. - BIO1.LS1.6 Apply scientific reasoning and evidence from ancient Earth materials, meteorites, and other planetary surfaces to construct an account of Earth's formation and early history. - HS-ESS1-6 Research examples that demonstrate the functional variety of proteins and construct an argument based on evidence for the importance of the molecular structure to its function. Plan and carry out a controlled investigation to test predictions about factors, which should cause an effect on the structure and function of a protein. - BIO1.LS1.5 Evaluate evidence of the past and current movements of continental and oceanic crust and the theory of plate tectonics to explain the ages of crustal rocks. - HS-ESS1-5 Create a model of photosynthesis demonstrating the net flow of matter and energy into a cell. Use the model to explain energy transfer from light energy into stored chemical energy in the product. - BIO1.LS1.8 Utilize a model of a cell plasma membrane to compare the various types of cellular transport and test predictions about the movement of molecules into or out of a cell based on the homeostasis of energy and matter in cells. - BIO1.LS1.7 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). - SC.912.N.1.1.2 Evaluate comparative models of various cell types with a focus on organic molecules that make up cellular structures. - BIO1.LS1.2 3. Examine books and other sources of information to see what is already known, - SC.912.N.1.1.3 Compare and contrast existing models, identify patterns, and use structural and functional evidence to analyze the characteristics of life. Engage in argument about the designation of viruses as non-living based on these characteristics. - BIO1.LS1.1 Demonstrate how DNA sequence information is decoded through transcriptional and translational processes within the cell in order to synthesize proteins. Examine the relationship of structure and function of various types of RNA and the importance of this relationship in these processes. - BIO1.LS1.4 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). - SC.912.N.1.1.1 Integrate evidence to develop a structural model of a DNA molecule. Using the model, develop and communicate an explanation for how DNA serves as a template for self-replication and encodes biological information. - BIO1.LS1.3 Earth's systems, being dynamic and interacting, cause feedback effects that can increase or decrease the original changes. (HS-ESS2-1) - HS-ESS2-A-1 Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence. - LAFS.910.SL.1.3 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source. - LAFS.910.SL.1.2 Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. - SC.912.L.17.2 Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words. - LAFS.910.RST.3.7 Photosynthesis and cellular respiration are important components of the carbon cycle, in which carbon is exchanged among the biosphere, atmosphere, oceans, and geosphere through chemical, physical, geological, and biological processes. (HS-LS2-5) - HS-LS2-B-3 Photosynthesis and cellular respiration (including anaerobic processes) provide most of the energy for life processes. (HSLS2- 3) - HS-LS2-B-1 Plants or algae form the lowest level of the food web. At each link upward in a food web, only a small fraction of the matter consumed at the lower level is transferred upward, to produce growth and release energy in cellular respiration at the higher level. Given this inefficiency, there are generally fewer organisms at higher levels of a food web. Some matter reacts to release energy for life functions, some matter is stored in newly made structures, and much is discarded. The chemical elements that make up the molecules of organisms pass through food webs and into and out of the atmosphere and soil, and they are combined and recombined in different ways. At each link in an ecosystem, matter and energy are conserved. (HS-LS2-4) - HS-LS2-B-2 All living things are composed of four basic categories of macromolecules and share the same basic needs for life. - SC.912.L.18.A Identify that there are scientific explanations of the origin of life on Earth. - SC.912.L.15.In.c Living organisms acquire the energy they need for life processes through various metabolic pathways (primarily photosynthesis and cellular respiration). - SC.912.L.18.B Recognize ways that the appearance of humans, their language, and their tools have changed over time. - SC.912.L.15.In.d Recognize that some living things produce very large numbers of offspring to ensure that enough survive to continue the species (a condition for natural selection). - SC.912.L.15.In.e Recognize that changes in the genes of a species can affect the characteristics of their offspring. - SC.912.L.15.In.f Recognize that characteristics of the offspring of living things are sometimes different from their parents. - SC.912.L.15.Su.f Explain the interrelated nature of photosynthesis and cellular respiration. - SC.912.L.18.9 Identify the reactants, products, and basic functions of photosynthesis. - SC.912.L.18.7 Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. - SC.912.L.18.8 Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species' characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function. (HS-LS3-1) - HS-LS3-A-1 Recognize that there are scientific explanations of how life began. - SC.912.L.15.Su.c Analyze examples of ecological succession, identifying and explaining the order of events responsible for the formation of a new ecosystem in response to extreme fluctuations in environmental conditions or catastrophic events. - BIO1.LS2.5 Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. - BIO1.LS2.4 Match organisms to the animal, plant, and fungus kingdoms. - SC.912.L.15.Su.b By the end of grade 10, read and comprehend science/technical texts in the grades 9???10 text complexity band independently and proficiently. - LAFS.910.RST.4.10 Recognize that some living things, such as fish and turtles, produce very large numbers of offspring because most will die as a result of dangers in the environment before they grow up. - SC.912.L.15.Su.e Recognize that humans have changed in appearance over a very long period of time. - SC.912.L.15.Su.d Analyze mathematical and/or computational representations of population data that support explanations of factors that affect population size and carrying capacities of populations within an ecosystem. Examine a representative ecosystem and, based on interdependent relationships present, predict population size effects due to a given disturbance. - BIO1.LS2.1 Chemical reactions in living things follow basic rules of chemistry and are usually regulated by enzymes. - SC.912.L.18.C Analyze through research the cycling of matter in our biosphere and explain how biogeochemical cycles are critical for ecosystem function. - BIO1.LS2.3 Identify that prehistoric plants and animals changed over time (evolved) or became extinct. - SC.912.L.15.In.a Match fossils to related species. - SC.912.L.15.Su.a Create a model tracking carbon atoms between inorganic and organic molecules in an ecosystem. Explain human impacts on climate based on this model. - BIO1.LS2.2 The unique chemical properties of carbon and water make life on Earth possible. - SC.912.L.18.D Classify living organisms into their kingdoms. - SC.912.L.15.In.b 10. Communicate results of scientific investigations, and - SC.912.N.1.1.10 11. Evaluate the merits of the explanations produced by others. - SC.912.N.1.1.11 Describe the general processes of food production, support, water transport, and reproduction in the major parts of plants. - SC.912.L.14.In.e Describe common human health issues. - SC.912.L.14.In.d Through computer simulations and other studies, important discoveries are still being made about how the ocean, the atmosphere, and the biosphere interact and are modified in response to human activities. (HS-ESS3-6) - HS-ESS3-D-2 Identify that parts of cells (organelles) can combine to work together. - SC.912.L.14.In.c Identify the major parts of plant and animal cells, including the cell membrane, nucleus, and cytoplasm, and their basic functions. - SC.912.L.14.In.b Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. - LAFS.910.SL.2.4 Though the magnitudes of human impacts are greater than they have ever been, so too are human abilities to model, predict, and manage current and future impacts. (HS-ESS3-5) - HS-ESS3-D-1 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. - LAFS.910.SL.2.5 Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. - SC.912.L.16.2 Design or refine a solution to a complex real-world problem, based on scientific knowledge, student-generated sources of evidence, prioritized criteria, and tradeoff considerations. - HS-SEP-6.e Use Mendel's laws of segregation and independent assortment to analyze patterns of inheritance. - SC.912.L.16.1 Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. - SC.912.L.16.4 The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen. (HS-LS1-5) - HS-LS1-C-1 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. - MAFS.912.N-Q.1.3 Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. - SC.912.L.16.3 The sugar molecules thus formed contain carbon, hydrogen, and oxygen: their hydrocarbon backbones are used to make amino acids and other carbon-based molecules that can be assembled into larger molecules (such as proteins or DNA), used for example to form new cells. (HS-LS1-6) - HS-LS1-C-2 Identify that all living things are made of cells and cells function in similar ways (cell theory). - SC.912.L.14.In.a As a result of these chemical reactions, energy is transferred from one system of interacting molecules to another. Cellular respiration is a chemical process in which the bonds of food molecules and oxygen molecules are broken and new compounds are formed that can transport energy to muscles. Cellular respiration also releases the energy needed to maintain body temperature despite ongoing energy transfer to the surrounding environment.(HS-LS1-7) - HS-LS1-C-4 Construct an explanation based on valid and reliable evidence obtained from a variety of sources (including students' own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. - HS-SEP-6.b Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. - HS-SEP-6.c Apply scientific reasoning to link evidence to the claims to assess the extent to which the reasoning and data support the explanation or conclusion. - HS-SEP-6.d Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. - MAFS.912.N-Q.1.1 Ecosystems have carrying capacities, which are limits to the numbers of organisms and populations they can support. These limits result from such factors as the availability of living and nonliving resources and from such challenges such as predation, competition, and disease. Organisms would have the capacity to produce populations of great size were it not for the fact that environments and resources are finite. This fundamental tension affects the abundance (number of individuals) of species in any given ecosystem. (HS-LS2- 1),(HS-LS2-2) - HS-LS2-A-1 The distribution and abundance of organisms is determined by the interactions between organisms, and between organisms and the non-living environment. - SC.912.L.17.A Recognize that scientific knowledge can be challenged or confirmed by new investigations and reexamination. - SC.912.N.2.In.c Human activities and natural events can have profound effects on populations, biodiversity and ecosystem processes. - SC.912.L.17.C Energy and nutrients move within and between biotic and abiotic components of ecosystems via physical, chemical and biological processes. - SC.912.L.17.B b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed. - LAFS.910.SL.1.1.b a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. - LAFS.910.SL.1.1.a d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented. - LAFS.910.SL.1.1.d c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. - LAFS.910.SL.1.1.c Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. - SC.912.L.17.9 Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. - HS-LS4-3 Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. - SC.912.L.17.8 Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. - HS-LS4-2 Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. - HS-LS4-5 Recognize that what is known about science can change based on new information. - SC.912.N.2.Su.b Construct an explanation based on evidence for how natural selection leads to adaptation of populations. - HS-LS4-4 Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. - SC.912.L.17.5 Identify that the cell is the smallest basic unit of life and that all living things are made of cells. - SC.912.L.14.Su.a Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity. - HS-LS4-6 Describe changes in ecosystems resulting from seasonal variations, climate change and succession. - SC.912.L.17.4 Recognize that cells have different parts and each has a function. - SC.912.L.14.Su.b Distinguish between questions that can be answered by science and observable information and questions that can't be answered by science and observable information. - SC.912.N.2.In.b Identify questions that can be answered by science. - SC.912.N.2.Su.a Recognize common human health issues. - SC.912.L.14.Su.c Relate parts of plants, such as leaf, stem, root, seed, and flower, to the functions of food production, support, water transport, and reproduction. - SC.912.L.14.Su.d The abundance of liquid water on Earth's surface and its unique combination of physical and chemical properties are central to the planet's dynamics. These properties include water's exceptional capacity to absorb, store, and release large amounts of energy, transmit sunlight, expand upon freezing, dissolve and transport materials, and lower the viscosities and melting points of rocks. (HS-ESS2-5) - HS-ESS2-C-1 Obtain, evaluate, and communicate information on how molecular biotechnology may be used in a variety of fields. - BIO1.ETS2.1 Investigate the means by which karyotypes are utilized in diagnostic medicine. - BIO1.ETS2.2 Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. - HS-LS4-1 Through pedigree analysis, identify patterns of trait inheritance to predict family member genotypes. Use mathematical thinking to predict the likelihood of various types of trait transmission. - BIO1.LS3.3 Analyze scientific and ethical arguments to support the pros and cons of application of a specific biotechnology technique such as stem cell usage, in vitro fertilization, or genetically modified organisms. - BIO1.ETS2.3 Biodiversity is increased by the formation of new species (speciation) and decreased by the loss of species (extinction). (secondary to HS-LS2-7) - HS-LS4-D-1 Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. (secondary to HS-LS2-7), (HS-LS4-6) - HS-LS4-D-2 Explain how protein formation results in phenotypic variation and discuss how changes in DNA can lead to somatic or germ line mutations. - BIO1.LS3.2 Model chromosome progression through meiosis and fertilization in order to argue how the processes of sexual reproduction lead to both genetic similarities and variation in diploid organisms. Compare and contrast the processes of sexual and asexual reproduction, identifying the advantages and disadvantages of each. - BIO1.LS3.1 Recognize major plant parts, such as root, stem, leaf, and flower. - SC.912.L.14.Pa.d Recognize that scientific theories are supported by evidence and agreement of many scientists. - SC.912.N.3.Su.a Recognize that small parts of a living thing can work together. - SC.912.L.14.Pa.b Identify ways to prevent infection from bacteria and viruses, such as hand washing and first aid. - SC.912.L.14.Pa.c Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. - SC.912.L.17.11 Match parts of common living things to their functions. - SC.912.L.14.Pa.a Discuss the need for adequate monitoring of environmental parameters when making policy decisions. - SC.912.L.17.13 The sustainability of human societies and the biodiversity that supports them requires responsible management of natural resources. (HS-ESS3-3) - HS-ESS3-C-1 Scientists and engineers can make major contributions by developing technologies that produce less pollution and waste and that preclude ecosystem degradation. (HS-ESS3-4) - HS-ESS3-C-2 In multicellular organisms, individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. (HS-LS1-4) - HS-LS1-B-1 Explain the reasons for changes in how organisms are classified. - SC.912.L.15.5 Evaluate competing design solutions to a real-world problem based on scientific ideas and principles, empirical evidence, and logical arguments regarding relevant factors. - HS-SEP-7.f Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. - LAFS.910.RST.1.3 Determine the central ideas or conclusions of a text; trace the text???s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text. - LAFS.910.RST.1.2 Describe how and why organisms are hierarchically classified and based on evolutionary relationships. - SC.912.L.15.4 Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. - SC.912.L.15.1 Evaluate evidence behind currently accepted explanations or solutions to determine the merits of arguments. - HS-SEP-7.b Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. - LAFS.910.RST.1.1 Genetic information is passed from generation to generation by DNA in all organisms and accounts for similarities in related individuals. - SC.912.L.16.B Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. - SC.912.N.1.A DNA stores and transmits genetic information. Genes are sets of instructions encoded in the structure of DNA. - SC.912.L.16.A Reproduction is characteristic of living things and is essential for the survival of species. - SC.912.L.16.D Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability. - SC.912.L.17.20 Manipulation of DNA in organisms has led to commercial production of biological molecules on a large scale and genetically modified organisms. - SC.912.L.16.C Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. - SC.912.N.1.D Scientific argumentation is a necessary part of scientific inquiry and plays an important role in the generation and validation of scientific knowledge. - SC.912.N.1.C Explain how and why the genetic code is universal and is common to almost all organisms. - SC.912.L.16.9 Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population. - HS-LS3-3 Explain the basic processes of transcription and translation, and how they result in the expression of genes. - SC.912.L.16.5 Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. - SC.912.L.16.8 Gradual atmospheric changes were due to plants and other organisms that captured carbon dioxide and released oxygen. (HS-ESS2-6),(HS-ESS2-7) - HS-ESS2-D-2 Describe how scientific inferences are drawn from scientific observations and provide examples from the content being studied. - SC.912.N.1.6 Changes in the atmosphere due to human activity have increased carbon dioxide concentrations and thus affect climate. (HS-ESS2-6) - HS-ESS2-D-3 Current models predict that, although future regional climate changes will be complex and varied, average global temperatures will continue to rise. The outcomes predicted by global climate models strongly depend on the amounts of human-generated greenhouse gases added to the atmosphere each year and by the ways in which these gases are absorbed by the ocean and biosphere. (secondary to HS-ESS3-6) - HS-ESS2-D-4 Identify sources of information and assess their reliability according to the strict standards of scientific investigation. - SC.912.N.1.4 Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. - HS-LS3-2 Recognize that the strength or usefulness of a scientific claim is evaluated through scientific argumentation, which depends on? critical and logical thinking, and the active consideration of alternative scientific explanations to explain the data presented. - SC.912.N.1.3 Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. - HS-LS3-1 Identify ecosystem services and assess the role of biodiversity in support of these services. Analyze the role human activities have on disruption of these services. - BIO1.LS4.3 Using a model that demonstrates the change in allele frequencies resulting in evolution of a population over many generations, identify causative agents of change. - BIO1.LS4.2 Recognize that a scientific theory is developed by repeated investigations of many scientists and agreement on the likely explanation. - SC.912.N.3.In.a English language learners communicate for social and instructional purposes within the school setting. - ELD.K12.ELL.SI.1 Evaluate scientific data collected from analysis of molecular sequences, fossil records, biogeography, and embryology. Identify chronological patterns of change and communicate that biological evolution is supported by multiple lines of empirical evidence that identify similarities inherited from a common ancestor (homologies). - BIO1.LS4.1 List of all Files Validated: imsmanifest.xml I_000d77b7-73c9-3a97-979e-f8de704edce1_1_R/BasicLTI.xml I_0075c791-4903-3dfa-bdec-1027031fd0e9_R/BasicLTI.xml I_00833b5f-bd34-3bb0-becc-c2cb2bb9155f_1_R/BasicLTI.xml I_0091763d-6e05-3a63-b0e2-f0e8791436d7_R/BasicLTI.xml I_0091c7c3-6cb2-3cb4-9c88-2976de512679_R/BasicLTI.xml I_00c8ef00-e0a6-36c1-8e68-b66e3b4dda14_1_R/BasicLTI.xml I_00cf97c8-00a6-384c-a7aa-23ee870b8201_1_R/BasicLTI.xml I_00d8b8ed-9cff-3081-a6b6-b071f515a430_1_R/BasicLTI.xml I_00e03917-2f67-304d-9d21-88c7220e611e_R/BasicLTI.xml I_00e32fcb-0b85-3eee-859a-05fba352088e_1_R/BasicLTI.xml I_00e8ce50-4f5e-331c-91f7-c826c7d5fb40_R/BasicLTI.xml I_00febbba-5c44-3b7c-b83b-78ccadaf502e_1_R/BasicLTI.xml I_0108b62d-f87a-378e-a6ab-8bf3dcbbb04d_1_R/BasicLTI.xml 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I_fedff58b-0f47-3427-8ee9-ad3c4fcd2202_1_R/BasicLTI.xml I_fef3e4d7-f809-3680-914b-aeb02d69e0d8_1_R/BasicLTI.xml I_feff8ea8-7fc6-3c35-a54b-94ba1689d764_R/BasicLTI.xml I_ff1006d2-1192-33e3-b742-b00991304f77_1_R/BasicLTI.xml I_ff120f92-501d-315d-a27f-fd46a042a033_1_R/BasicLTI.xml I_ff1898bb-71d5-3868-9174-81ff3ac21aa3_1_R/BasicLTI.xml I_ff4135ce-1af5-3626-a09a-c3f8540fc566_R/BasicLTI.xml I_ff4d8aed-612b-3ce0-af7d-7052b7fddfac_1_R/BasicLTI.xml I_ff58dcd7-ff17-393b-a482-9f6592aa0bd4_R/BasicLTI.xml I_ff932b4f-c716-34c0-9515-764218125d1b_1_R/BasicLTI.xml I_ffda3ad6-f9fb-3f03-a7ea-94767be82a3d_R/BasicLTI.xml I_fffb86c2-768d-3e4d-af15-4b7ecacaa444_1_R/BasicLTI.xml Title: Pearson Miller & Levine Biology Florida Edition Unit 1 Resources and Problem-Based Learning: The Nature of Life Connect eText: The Nature of Life Author Connections Video: The Nature of Life Problem-Based Learning PBL Introduction: Solving Local and Global Water Scarcity PBL Video: Water, Water Everywhere PBL Video Worksheet: Water, Water Everywhere Problem Launch: Solving Local and Global Water Scarcity PBL Authentic Reading: Solar Still Made of Bubble Wrap could Purify Water for the Poor Curriculum Standards: Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts. (HS-ETS1-3) PBL STEM Project: Design and Build Your Solar Still PBL Engineering Interactivity: Optimize Solar Stills Curriculum Standards: 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). Analyze data using tools, technologies, and/or models in order to make valid and reliable scientific claims or determine an optimal design solution. 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). 5. Plan investigations, (Design and evaluate a scientific investigation). Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data and refine the design accordingly. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 10. Communicate results of scientific investigations, and 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. 11. Evaluate the merits of the explanations produced by others. 11. Evaluate the merits of the explanations produced by others. Evaluate evidence behind currently accepted explanations or solutions to determine the merits of arguments. Construct an explanation based on valid and reliable evidence obtained from a variety of sources (including students' own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Evaluate the validity and reliability of multiple claims, methods, and/or designs that appear in scientific and technical texts or media reports, verifying the data when possible. 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. 11. Evaluate the merits of the explanations produced by others. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. PBL Engineering Worksheet: Optimize Solar Stills Curriculum Standards: 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). Analyze data using tools, technologies, and/or models in order to make valid and reliable scientific claims or determine an optimal design solution. 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). 5. Plan investigations, (Design and evaluate a scientific investigation). Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data and refine the design accordingly. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 10. Communicate results of scientific investigations, and 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. 11. Evaluate the merits of the explanations produced by others. 11. Evaluate the merits of the explanations produced by others. Evaluate evidence behind currently accepted explanations or solutions to determine the merits of arguments. Construct an explanation based on valid and reliable evidence obtained from a variety of sources (including students' own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Evaluate the validity and reliability of multiple claims, methods, and/or designs that appear in scientific and technical texts or media reports, verifying the data when possible. 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. 11. Evaluate the merits of the explanations produced by others. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. PBL STEM Project: Redesign and Retest Your Solar Still Curriculum Standards: Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts. (HS-ETS1-3) Problem Wrap-Up: Solving Local and Global Water Scarcity Demonstrate Benchmark Test Review: Unit 1: The Nature of Life Curriculum Standards: Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Recognize that the strength or usefulness of a scientific claim is evaluated through scientific argumentation, which depends on? critical and logical thinking, and the active consideration of alternative scientific explanations to explain the data presented. Explain that a scientific theory is the culmination of many scientific investigations drawing together all the current evidence concerning a substantial range of phenomena; thus, a scientific theory represents the most powerful explanation scientists have to offer. Recognize that the strength or usefulness of a scientific claim is evaluated through scientific argumentation, which depends on critical and logical thinking, and the active consideration of alternative scientific explanations to explain the data presented. Explain that a scientific theory is the culmination of many scientific investigations drawing together all the current evidence concerning a substantial range of phenomena; thus, a scientific theory represents the most powerful explanation scientists have to offer. Identify what is science, what clearly is not science, and what superficially resembles science (but fails to meet the criteria for science). Identify what is science, what clearly is not science, and what superficially resembles science (but fails to meet the criteria for science). Recognize that theories do not become laws, nor do laws become theories; theories are well supported explanations and laws are well supported descriptions. Recognize that theories do not become laws, nor do laws become theories; theories are well supported explanations and laws are well supported descriptions. A scientific theory is a substantiated explanation of some aspect of the natural world, based on a body of facts that have been repeatedly confirmed through observation and experiment and the science community validates each theory before it is accepted. If new evidence is discovered that the theory does not accommodate, the theory is generally modified in light of this new evidence. Recognize that scientific knowledge can be challenged or confirmed by new investigations and reexamination. Recognize that a scientific theory is developed by repeated investigations of many scientists and agreement on the likely explanation. Recognize that scientific theories are supported by evidence and agreement of many scientists. Identify sources of information and assess their reliability according to the strict standards of scientific investigation. Identify sources of information and assess their reliability according to the strict standards of scientific investigation. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Research examples that demonstrate the functional variety of proteins and construct an argument based on evidence for the importance of the molecular structure to its function. Plan and carry out a controlled investigation to test predictions about factors, which should cause an effect on the structure and function of a protein. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Chemical reactions in living things follow basic rules of chemistry and are usually regulated by enzymes. 7. Pose answers, explanations, or descriptions of events, 9. Use appropriate evidence and reasoning to justify these explanations to others, Construct an explanation based on valid and reliable evidence obtained from a variety of sources (including students' own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. 7. Pose answers, explanations, or descriptions of events, 9. Use appropriate evidence and reasoning to justify these explanations to others, All living things are composed of four basic categories of macromolecules and share the same basic needs for life. Identify that carbohydrates, fats, proteins, and nucleic acids (macromolecules) are important for human organisms. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Recognize that the strength or usefulness of a scientific claim is evaluated through scientific argumentation, which depends on?_ critical and logical thinking, and the active consideration of alternative scientific explanations to explain the data presented. Explain that a scientific theory is the culmination of many scientific investigations drawing together all the current evidence concerning a substantial range of phenomena; thus, a scientific theory represents the most powerful explanation scientists have to offer. Identify what is science, what clearly is not science, and what superficially resembles science (but fails to meet the criteria for science). Recognize that theories do not become laws, nor do laws become theories; theories are well supported explanations and laws are well supported descriptions. Recognize that scientific knowledge can be challenged or confirmed by new investigations and reexamination. Recognize that a scientific theory is developed by repeated investigations of many scientists and agreement on the likely explanation. Recognize that scientific theories are supported by evidence and agreement of many scientists. Identify sources of information and assess their reliability according to the strict standards of scientific investigation. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Chemical reactions in living things follow basic rules of chemistry and are usually regulated by enzymes. 7. Pose answers, explanations, or descriptions of events, 9. Use appropriate evidence and reasoning to justify these explanations to others, All living things are composed of four basic categories of macromolecules and share the same basic needs for life. Identify that carbohydrates, fats, proteins, and nucleic acids (macromolecules) are important for human organisms. Editable Benchmark Test: Unit 1: The Nature of Life Curriculum Standards: Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Recognize that the strength or usefulness of a scientific claim is evaluated through scientific argumentation, which depends on? critical and logical thinking, and the active consideration of alternative scientific explanations to explain the data presented. Explain that a scientific theory is the culmination of many scientific investigations drawing together all the current evidence concerning a substantial range of phenomena; thus, a scientific theory represents the most powerful explanation scientists have to offer. Recognize that the strength or usefulness of a scientific claim is evaluated through scientific argumentation, which depends on critical and logical thinking, and the active consideration of alternative scientific explanations to explain the data presented. Explain that a scientific theory is the culmination of many scientific investigations drawing together all the current evidence concerning a substantial range of phenomena; thus, a scientific theory represents the most powerful explanation scientists have to offer. Identify what is science, what clearly is not science, and what superficially resembles science (but fails to meet the criteria for science). Identify what is science, what clearly is not science, and what superficially resembles science (but fails to meet the criteria for science). Recognize that theories do not become laws, nor do laws become theories; theories are well supported explanations and laws are well supported descriptions. Recognize that theories do not become laws, nor do laws become theories; theories are well supported explanations and laws are well supported descriptions. A scientific theory is a substantiated explanation of some aspect of the natural world, based on a body of facts that have been repeatedly confirmed through observation and experiment and the science community validates each theory before it is accepted. If new evidence is discovered that the theory does not accommodate, the theory is generally modified in light of this new evidence. Recognize that scientific knowledge can be challenged or confirmed by new investigations and reexamination. Recognize that a scientific theory is developed by repeated investigations of many scientists and agreement on the likely explanation. Recognize that scientific theories are supported by evidence and agreement of many scientists. Identify sources of information and assess their reliability according to the strict standards of scientific investigation. Identify sources of information and assess their reliability according to the strict standards of scientific investigation. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Research examples that demonstrate the functional variety of proteins and construct an argument based on evidence for the importance of the molecular structure to its function. Plan and carry out a controlled investigation to test predictions about factors, which should cause an effect on the structure and function of a protein. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Chemical reactions in living things follow basic rules of chemistry and are usually regulated by enzymes. 7. Pose answers, explanations, or descriptions of events, 9. Use appropriate evidence and reasoning to justify these explanations to others, Construct an explanation based on valid and reliable evidence obtained from a variety of sources (including students' own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. 7. Pose answers, explanations, or descriptions of events, 9. Use appropriate evidence and reasoning to justify these explanations to others, All living things are composed of four basic categories of macromolecules and share the same basic needs for life. Identify that carbohydrates, fats, proteins, and nucleic acids (macromolecules) are important for human organisms. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Recognize that the strength or usefulness of a scientific claim is evaluated through scientific argumentation, which depends on?_ critical and logical thinking, and the active consideration of alternative scientific explanations to explain the data presented. Explain that a scientific theory is the culmination of many scientific investigations drawing together all the current evidence concerning a substantial range of phenomena; thus, a scientific theory represents the most powerful explanation scientists have to offer. Identify what is science, what clearly is not science, and what superficially resembles science (but fails to meet the criteria for science). Recognize that theories do not become laws, nor do laws become theories; theories are well supported explanations and laws are well supported descriptions. Recognize that scientific knowledge can be challenged or confirmed by new investigations and reexamination. Recognize that a scientific theory is developed by repeated investigations of many scientists and agreement on the likely explanation. Recognize that scientific theories are supported by evidence and agreement of many scientists. Identify sources of information and assess their reliability according to the strict standards of scientific investigation. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Chemical reactions in living things follow basic rules of chemistry and are usually regulated by enzymes. 7. Pose answers, explanations, or descriptions of events, 9. Use appropriate evidence and reasoning to justify these explanations to others, All living things are composed of four basic categories of macromolecules and share the same basic needs for life. Identify that carbohydrates, fats, proteins, and nucleic acids (macromolecules) are important for human organisms. Benchmark Test: Unit 1: The Nature of Life Curriculum Standards: Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Recognize that the strength or usefulness of a scientific claim is evaluated through scientific argumentation, which depends on? critical and logical thinking, and the active consideration of alternative scientific explanations to explain the data presented. Explain that a scientific theory is the culmination of many scientific investigations drawing together all the current evidence concerning a substantial range of phenomena; thus, a scientific theory represents the most powerful explanation scientists have to offer. Recognize that the strength or usefulness of a scientific claim is evaluated through scientific argumentation, which depends on critical and logical thinking, and the active consideration of alternative scientific explanations to explain the data presented. Explain that a scientific theory is the culmination of many scientific investigations drawing together all the current evidence concerning a substantial range of phenomena; thus, a scientific theory represents the most powerful explanation scientists have to offer. Identify what is science, what clearly is not science, and what superficially resembles science (but fails to meet the criteria for science). Identify what is science, what clearly is not science, and what superficially resembles science (but fails to meet the criteria for science). Recognize that theories do not become laws, nor do laws become theories; theories are well supported explanations and laws are well supported descriptions. Recognize that theories do not become laws, nor do laws become theories; theories are well supported explanations and laws are well supported descriptions. A scientific theory is a substantiated explanation of some aspect of the natural world, based on a body of facts that have been repeatedly confirmed through observation and experiment and the science community validates each theory before it is accepted. If new evidence is discovered that the theory does not accommodate, the theory is generally modified in light of this new evidence. Recognize that scientific knowledge can be challenged or confirmed by new investigations and reexamination. Recognize that a scientific theory is developed by repeated investigations of many scientists and agreement on the likely explanation. Recognize that scientific theories are supported by evidence and agreement of many scientists. Identify sources of information and assess their reliability according to the strict standards of scientific investigation. Identify sources of information and assess their reliability according to the strict standards of scientific investigation. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Research examples that demonstrate the functional variety of proteins and construct an argument based on evidence for the importance of the molecular structure to its function. Plan and carry out a controlled investigation to test predictions about factors, which should cause an effect on the structure and function of a protein. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Chemical reactions in living things follow basic rules of chemistry and are usually regulated by enzymes. 7. Pose answers, explanations, or descriptions of events, 9. Use appropriate evidence and reasoning to justify these explanations to others, Construct an explanation based on valid and reliable evidence obtained from a variety of sources (including students' own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. 7. Pose answers, explanations, or descriptions of events, 9. Use appropriate evidence and reasoning to justify these explanations to others, All living things are composed of four basic categories of macromolecules and share the same basic needs for life. Identify that carbohydrates, fats, proteins, and nucleic acids (macromolecules) are important for human organisms. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Recognize that the strength or usefulness of a scientific claim is evaluated through scientific argumentation, which depends on?_ critical and logical thinking, and the active consideration of alternative scientific explanations to explain the data presented. Explain that a scientific theory is the culmination of many scientific investigations drawing together all the current evidence concerning a substantial range of phenomena; thus, a scientific theory represents the most powerful explanation scientists have to offer. Identify what is science, what clearly is not science, and what superficially resembles science (but fails to meet the criteria for science). Recognize that theories do not become laws, nor do laws become theories; theories are well supported explanations and laws are well supported descriptions. Recognize that scientific knowledge can be challenged or confirmed by new investigations and reexamination. Recognize that a scientific theory is developed by repeated investigations of many scientists and agreement on the likely explanation. Recognize that scientific theories are supported by evidence and agreement of many scientists. Identify sources of information and assess their reliability according to the strict standards of scientific investigation. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Chemical reactions in living things follow basic rules of chemistry and are usually regulated by enzymes. 7. Pose answers, explanations, or descriptions of events, 9. Use appropriate evidence and reasoning to justify these explanations to others, All living things are composed of four basic categories of macromolecules and share the same basic needs for life. Identify that carbohydrates, fats, proteins, and nucleic acids (macromolecules) are important for human organisms. Chapter 1: The Science of Biology Chapter Opener: The Science of Biology eText: The Science of Biology Curriculum Standards: Identify what is science, what clearly is not science, and what superficially resembles science (but fails to meet the criteria for science). Identify what is science, what clearly is not science, and what superficially resembles science (but fails to meet the criteria for science). Explain that a scientific theory is the culmination of many scientific investigations drawing together all the current evidence concerning a substantial range of phenomena; thus, a scientific theory represents the most powerful explanation scientists have to offer. Scientific inquiry is characterized by a common set of values that include: logical thinking, precision, open-mindedness, objectivity, skepticism, replicability of results, and honest and ethical reporting of findings. Explain that a scientific theory is the culmination of many scientific investigations drawing together all the current evidence concerning a substantial range of phenomena; thus, a scientific theory represents the most powerful explanation scientists have to offer. Recognize that the strength or usefulness of a scientific claim is evaluated through scientific argumentation, which depends on? critical and logical thinking, and the active consideration of alternative scientific explanations to explain the data presented. Recognize that the strength or usefulness of a scientific claim is evaluated through scientific argumentation, which depends on critical and logical thinking, and the active consideration of alternative scientific explanations to explain the data presented. 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). Identify sources of information and assess their reliability according to the strict standards of scientific investigation. Identify sources of information and assess their reliability according to the strict standards of scientific investigation. Scientific knowledge is durable and robust, but open to change. Recognize that what is known about science can change based on new information. 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). Obtain, evaluate, and communicate information on how molecular biotechnology may be used in a variety of fields. Recognize that theories do not become laws, nor do laws become theories; theories are well supported explanations and laws are well supported descriptions. A scientific theory is a substantiated explanation of some aspect of the natural world, based on a body of facts that have been repeatedly confirmed through observation and experiment and the science community validates each theory before it is accepted. If new evidence is discovered that the theory does not accommodate, the theory is generally modified in light of this new evidence. Recognize that scientific knowledge can be challenged or confirmed by new investigations and reexamination. Recognize that theories do not become laws, nor do laws become theories; theories are well supported explanations and laws are well supported descriptions. Recognize that a scientific theory is developed by repeated investigations of many scientists and agreement on the likely explanation. Recognize that scientific theories are supported by evidence and agreement of many scientists. Analyze data using tools, technologies, and/or models in order to make valid and reliable scientific claims or determine an optimal design solution. 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 9. Use appropriate evidence and reasoning to justify these explanations to others, Identify which questions can be answered through science and which questions are outside the boundaries of scientific investigation, such as questions addressed by other ways of knowing, such as art, philosophy, and religion. Identify which questions can be answered through science and which questions are outside the boundaries of scientific investigation, such as questions addressed by other ways of knowing, such as art, philosophy, and religion. Distinguish between questions that can be answered by science and observable information and questions that can't be answered by science and observable information. Identify questions that can be answered by science. 3. Examine books and other sources of information to see what is already known, 3. Examine books and other sources of information to see what is already known, Analyze through research the cycling of matter in our biosphere and explain how biogeochemical cycles are critical for ecosystem function. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). 5. Plan investigations, (Design and evaluate a scientific investigation). Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data and refine the design accordingly. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Describe how scientific inferences are drawn from scientific observations and provide examples from the content being studied. Describe how scientific inferences are drawn from scientific observations and provide examples from the content being studied. 10. Communicate results of scientific investigations, and 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. 11. Evaluate the merits of the explanations produced by others. 11. Evaluate the merits of the explanations produced by others. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. Identify a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Identify a scientific question 2. Examine reliable sources of information to identify what is already known 3. Develop a possible explanation (hypothesis) 4. Plan and carry out an experiment 5. Gather data based on measurement and observations 6. Evaluate the data 7. Use the data to support reasonable explanations, inferences, and conclusions. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. a. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. a. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from or supports the argument presented. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). e. Provide a concluding statement or section that follows from or supports the argument presented. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers. d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers. Evaluate evidence behind currently accepted explanations or solutions to determine the merits of arguments. b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience???s knowledge of the topic. b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience' knowledge of the topic. Scientific argumentation is a necessary part of scientific inquiry and plays an important role in the generation and validation of scientific knowledge. Construct an explanation based on valid and reliable evidence obtained from a variety of sources (including students' own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Evaluate the validity and reliability of multiple claims, methods, and/or designs that appear in scientific and technical texts or media reports, verifying the data when possible. Identify what is science, what clearly is not science, and what superficially resembles science (but fails to meet the criteria for science). Explain that a scientific theory is the culmination of many scientific investigations drawing together all the current evidence concerning a substantial range of phenomena; thus, a scientific theory represents the most powerful explanation scientists have to offer. Recognize that the strength or usefulness of a scientific claim is evaluated through scientific argumentation, which depends on?_ critical and logical thinking, and the active consideration of alternative scientific explanations to explain the data presented. 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). Identify sources of information and assess their reliability according to the strict standards of scientific investigation. Scientific knowledge is durable and robust, but open to change. Recognize that what is known about science can change based on new information. 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). Recognize that scientific knowledge can be challenged or confirmed by new investigations and reexamination. Recognize that theories do not become laws, nor do laws become theories; theories are well supported explanations and laws are well supported descriptions. Recognize that a scientific theory is developed by repeated investigations of many scientists and agreement on the likely explanation. Recognize that scientific theories are supported by evidence and agreement of many scientists. 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, Identify which questions can be answered through science and which questions are outside the boundaries of scientific investigation, such as questions addressed by other ways of knowing, such as art, philosophy, and religion. Distinguish between questions that can be answered by science and observable information and questions that can't be answered by science and observable information. Identify questions that can be answered by science. 3. Examine books and other sources of information to see what is already known, 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Describe how scientific inferences are drawn from scientific observations and provide examples from the content being studied. 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. 11. Evaluate the merits of the explanations produced by others. Identify a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Identify a scientific question 2. Examine reliable sources of information to identify what is already known 3. Develop a possible explanation (hypothesis) 4. Plan and carry out an experiment 5. Gather data based on measurement and observations 6. Evaluate the data 7. Use the data to support reasonable explanations, inferences, and conclusions. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. a. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from or supports the argument presented. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers. b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience_?_s knowledge of the topic. Scientific argumentation is a necessary part of scientific inquiry and plays an important role in the generation and validation of scientific knowledge. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Biology Foundations: The Science of Biology Curriculum Standards: Identify what is science, what clearly is not science, and what superficially resembles science (but fails to meet the criteria for science). Identify what is science, what clearly is not science, and what superficially resembles science (but fails to meet the criteria for science). Explain that a scientific theory is the culmination of many scientific investigations drawing together all the current evidence concerning a substantial range of phenomena; thus, a scientific theory represents the most powerful explanation scientists have to offer. Scientific inquiry is characterized by a common set of values that include: logical thinking, precision, open-mindedness, objectivity, skepticism, replicability of results, and honest and ethical reporting of findings. Explain that a scientific theory is the culmination of many scientific investigations drawing together all the current evidence concerning a substantial range of phenomena; thus, a scientific theory represents the most powerful explanation scientists have to offer. Recognize that the strength or usefulness of a scientific claim is evaluated through scientific argumentation, which depends on? critical and logical thinking, and the active consideration of alternative scientific explanations to explain the data presented. Recognize that the strength or usefulness of a scientific claim is evaluated through scientific argumentation, which depends on critical and logical thinking, and the active consideration of alternative scientific explanations to explain the data presented. 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). Identify sources of information and assess their reliability according to the strict standards of scientific investigation. Identify sources of information and assess their reliability according to the strict standards of scientific investigation. Scientific knowledge is durable and robust, but open to change. Recognize that what is known about science can change based on new information. 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). Obtain, evaluate, and communicate information on how molecular biotechnology may be used in a variety of fields. Recognize that theories do not become laws, nor do laws become theories; theories are well supported explanations and laws are well supported descriptions. A scientific theory is a substantiated explanation of some aspect of the natural world, based on a body of facts that have been repeatedly confirmed through observation and experiment and the science community validates each theory before it is accepted. If new evidence is discovered that the theory does not accommodate, the theory is generally modified in light of this new evidence. Recognize that scientific knowledge can be challenged or confirmed by new investigations and reexamination. Recognize that theories do not become laws, nor do laws become theories; theories are well supported explanations and laws are well supported descriptions. Recognize that a scientific theory is developed by repeated investigations of many scientists and agreement on the likely explanation. Recognize that scientific theories are supported by evidence and agreement of many scientists. Analyze data using tools, technologies, and/or models in order to make valid and reliable scientific claims or determine an optimal design solution. 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 9. Use appropriate evidence and reasoning to justify these explanations to others, Identify which questions can be answered through science and which questions are outside the boundaries of scientific investigation, such as questions addressed by other ways of knowing, such as art, philosophy, and religion. Identify which questions can be answered through science and which questions are outside the boundaries of scientific investigation, such as questions addressed by other ways of knowing, such as art, philosophy, and religion. Distinguish between questions that can be answered by science and observable information and questions that can't be answered by science and observable information. Identify questions that can be answered by science. 3. Examine books and other sources of information to see what is already known, 3. Examine books and other sources of information to see what is already known, Analyze through research the cycling of matter in our biosphere and explain how biogeochemical cycles are critical for ecosystem function. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). 5. Plan investigations, (Design and evaluate a scientific investigation). Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data and refine the design accordingly. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Describe how scientific inferences are drawn from scientific observations and provide examples from the content being studied. Describe how scientific inferences are drawn from scientific observations and provide examples from the content being studied. 10. Communicate results of scientific investigations, and 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. 11. Evaluate the merits of the explanations produced by others. 11. Evaluate the merits of the explanations produced by others. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. Identify a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Identify a scientific question 2. Examine reliable sources of information to identify what is already known 3. Develop a possible explanation (hypothesis) 4. Plan and carry out an experiment 5. Gather data based on measurement and observations 6. Evaluate the data 7. Use the data to support reasonable explanations, inferences, and conclusions. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. a. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. a. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from or supports the argument presented. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). e. Provide a concluding statement or section that follows from or supports the argument presented. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers. d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers. Evaluate evidence behind currently accepted explanations or solutions to determine the merits of arguments. b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience???s knowledge of the topic. b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience' knowledge of the topic. Scientific argumentation is a necessary part of scientific inquiry and plays an important role in the generation and validation of scientific knowledge. Construct an explanation based on valid and reliable evidence obtained from a variety of sources (including students' own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Evaluate the validity and reliability of multiple claims, methods, and/or designs that appear in scientific and technical texts or media reports, verifying the data when possible. Identify what is science, what clearly is not science, and what superficially resembles science (but fails to meet the criteria for science). Explain that a scientific theory is the culmination of many scientific investigations drawing together all the current evidence concerning a substantial range of phenomena; thus, a scientific theory represents the most powerful explanation scientists have to offer. Recognize that the strength or usefulness of a scientific claim is evaluated through scientific argumentation, which depends on?_ critical and logical thinking, and the active consideration of alternative scientific explanations to explain the data presented. 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). Identify sources of information and assess their reliability according to the strict standards of scientific investigation. Scientific knowledge is durable and robust, but open to change. Recognize that what is known about science can change based on new information. 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). Recognize that scientific knowledge can be challenged or confirmed by new investigations and reexamination. Recognize that theories do not become laws, nor do laws become theories; theories are well supported explanations and laws are well supported descriptions. Recognize that a scientific theory is developed by repeated investigations of many scientists and agreement on the likely explanation. Recognize that scientific theories are supported by evidence and agreement of many scientists. 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, Identify which questions can be answered through science and which questions are outside the boundaries of scientific investigation, such as questions addressed by other ways of knowing, such as art, philosophy, and religion. Distinguish between questions that can be answered by science and observable information and questions that can't be answered by science and observable information. Identify questions that can be answered by science. 3. Examine books and other sources of information to see what is already known, 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Describe how scientific inferences are drawn from scientific observations and provide examples from the content being studied. 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. 11. Evaluate the merits of the explanations produced by others. Identify a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Identify a scientific question 2. Examine reliable sources of information to identify what is already known 3. Develop a possible explanation (hypothesis) 4. Plan and carry out an experiment 5. Gather data based on measurement and observations 6. Evaluate the data 7. Use the data to support reasonable explanations, inferences, and conclusions. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. a. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from or supports the argument presented. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers. b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience_?_s knowledge of the topic. Scientific argumentation is a necessary part of scientific inquiry and plays an important role in the generation and validation of scientific knowledge. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Lesson 1: What Is Science? Connect Video: Bugs in the Home Investigate eText: What Is Science? Curriculum Standards: Identify what is science, what clearly is not science, and what superficially resembles science (but fails to meet the criteria for science). Identify what is science, what clearly is not science, and what superficially resembles science (but fails to meet the criteria for science). Explain that a scientific theory is the culmination of many scientific investigations drawing together all the current evidence concerning a substantial range of phenomena; thus, a scientific theory represents the most powerful explanation scientists have to offer. Scientific inquiry is characterized by a common set of values that include: logical thinking, precision, open-mindedness, objectivity, skepticism, replicability of results, and honest and ethical reporting of findings. Explain that a scientific theory is the culmination of many scientific investigations drawing together all the current evidence concerning a substantial range of phenomena; thus, a scientific theory represents the most powerful explanation scientists have to offer. Recognize that theories do not become laws, nor do laws become theories; theories are well supported explanations and laws are well supported descriptions. Recognize that theories do not become laws, nor do laws become theories; theories are well supported explanations and laws are well supported descriptions. Recognize that the strength or usefulness of a scientific claim is evaluated through scientific argumentation, which depends on? critical and logical thinking, and the active consideration of alternative scientific explanations to explain the data presented. Recognize that the strength or usefulness of a scientific claim is evaluated through scientific argumentation, which depends on critical and logical thinking, and the active consideration of alternative scientific explanations to explain the data presented. A scientific theory is a substantiated explanation of some aspect of the natural world, based on a body of facts that have been repeatedly confirmed through observation and experiment and the science community validates each theory before it is accepted. If new evidence is discovered that the theory does not accommodate, the theory is generally modified in light of this new evidence. Recognize that scientific knowledge can be challenged or confirmed by new investigations and reexamination. Recognize that a scientific theory is developed by repeated investigations of many scientists and agreement on the likely explanation. Recognize that scientific theories are supported by evidence and agreement of many scientists. Identify which questions can be answered through science and which questions are outside the boundaries of scientific investigation, such as questions addressed by other ways of knowing, such as art, philosophy, and religion. Identify which questions can be answered through science and which questions are outside the boundaries of scientific investigation, such as questions addressed by other ways of knowing, such as art, philosophy, and religion. Distinguish between questions that can be answered by science and observable information and questions that can't be answered by science and observable information. Identify questions that can be answered by science. Describe how scientific inferences are drawn from scientific observations and provide examples from the content being studied. Describe how scientific inferences are drawn from scientific observations and provide examples from the content being studied. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Identify what is science, what clearly is not science, and what superficially resembles science (but fails to meet the criteria for science). Explain that a scientific theory is the culmination of many scientific investigations drawing together all the current evidence concerning a substantial range of phenomena; thus, a scientific theory represents the most powerful explanation scientists have to offer. Recognize that theories do not become laws, nor do laws become theories; theories are well supported explanations and laws are well supported descriptions. Recognize that the strength or usefulness of a scientific claim is evaluated through scientific argumentation, which depends on?_ critical and logical thinking, and the active consideration of alternative scientific explanations to explain the data presented. Recognize that scientific knowledge can be challenged or confirmed by new investigations and reexamination. Recognize that a scientific theory is developed by repeated investigations of many scientists and agreement on the likely explanation. Recognize that scientific theories are supported by evidence and agreement of many scientists. Identify which questions can be answered through science and which questions are outside the boundaries of scientific investigation, such as questions addressed by other ways of knowing, such as art, philosophy, and religion. Distinguish between questions that can be answered by science and observable information and questions that can't be answered by science and observable information. Identify questions that can be answered by science. Describe how scientific inferences are drawn from scientific observations and provide examples from the content being studied. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Analyzing Data: What's in a Diet? Interactivity: Scientific Methodology Curriculum Standards: Explain that a scientific theory is the culmination of many scientific investigations drawing together all the current evidence concerning a substantial range of phenomena; thus, a scientific theory represents the most powerful explanation scientists have to offer. Scientific inquiry is characterized by a common set of values that include: logical thinking, precision, open-mindedness, objectivity, skepticism, replicability of results, and honest and ethical reporting of findings. Explain that a scientific theory is the culmination of many scientific investigations drawing together all the current evidence concerning a substantial range of phenomena; thus, a scientific theory represents the most powerful explanation scientists have to offer. Recognize that the strength or usefulness of a scientific claim is evaluated through scientific argumentation, which depends on? critical and logical thinking, and the active consideration of alternative scientific explanations to explain the data presented. Recognize that the strength or usefulness of a scientific claim is evaluated through scientific argumentation, which depends on critical and logical thinking, and the active consideration of alternative scientific explanations to explain the data presented. 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). Recognize that theories do not become laws, nor do laws become theories; theories are well supported explanations and laws are well supported descriptions. A scientific theory is a substantiated explanation of some aspect of the natural world, based on a body of facts that have been repeatedly confirmed through observation and experiment and the science community validates each theory before it is accepted. If new evidence is discovered that the theory does not accommodate, the theory is generally modified in light of this new evidence. Recognize that scientific knowledge can be challenged or confirmed by new investigations and reexamination. Recognize that theories do not become laws, nor do laws become theories; theories are well supported explanations and laws are well supported descriptions. Recognize that a scientific theory is developed by repeated investigations of many scientists and agreement on the likely explanation. Recognize that scientific theories are supported by evidence and agreement of many scientists. Analyze data using tools, technologies, and/or models in order to make valid and reliable scientific claims or determine an optimal design solution. 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). 5. Plan investigations, (Design and evaluate a scientific investigation). Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data and refine the design accordingly. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 10. Communicate results of scientific investigations, and 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. 11. Evaluate the merits of the explanations produced by others. 11. Evaluate the merits of the explanations produced by others. Evaluate evidence behind currently accepted explanations or solutions to determine the merits of arguments. Construct an explanation based on valid and reliable evidence obtained from a variety of sources (including students' own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Evaluate the validity and reliability of multiple claims, methods, and/or designs that appear in scientific and technical texts or media reports, verifying the data when possible. Explain that a scientific theory is the culmination of many scientific investigations drawing together all the current evidence concerning a substantial range of phenomena; thus, a scientific theory represents the most powerful explanation scientists have to offer. Recognize that the strength or usefulness of a scientific claim is evaluated through scientific argumentation, which depends on?_ critical and logical thinking, and the active consideration of alternative scientific explanations to explain the data presented. 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). Recognize that scientific knowledge can be challenged or confirmed by new investigations and reexamination. Recognize that theories do not become laws, nor do laws become theories; theories are well supported explanations and laws are well supported descriptions. Recognize that a scientific theory is developed by repeated investigations of many scientists and agreement on the likely explanation. Recognize that scientific theories are supported by evidence and agreement of many scientists. 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. 11. Evaluate the merits of the explanations produced by others. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Spanish Workbook: What is Science? Editable Presentation: What is Science? Synthesize Simulation: Conducting an Investigation Curriculum Standards: Identify what is science, what clearly is not science, and what superficially resembles science (but fails to meet the criteria for science). Identify what is science, what clearly is not science, and what superficially resembles science (but fails to meet the criteria for science). 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). Recognize that the strength or usefulness of a scientific claim is evaluated through scientific argumentation, which depends on? critical and logical thinking, and the active consideration of alternative scientific explanations to explain the data presented. Recognize that the strength or usefulness of a scientific claim is evaluated through scientific argumentation, which depends on critical and logical thinking, and the active consideration of alternative scientific explanations to explain the data presented. 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). Analyze data using tools, technologies, and/or models in order to make valid and reliable scientific claims or determine an optimal design solution. 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 9. Use appropriate evidence and reasoning to justify these explanations to others, Identify which questions can be answered through science and which questions are outside the boundaries of scientific investigation, such as questions addressed by other ways of knowing, such as art, philosophy, and religion. Identify which questions can be answered through science and which questions are outside the boundaries of scientific investigation, such as questions addressed by other ways of knowing, such as art, philosophy, and religion. Distinguish between questions that can be answered by science and observable information and questions that can't be answered by science and observable information. Identify questions that can be answered by science. 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). 5. Plan investigations, (Design and evaluate a scientific investigation). Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data and refine the design accordingly. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 10. Communicate results of scientific investigations, and 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. 11. Evaluate the merits of the explanations produced by others. 11. Evaluate the merits of the explanations produced by others. Evaluate evidence behind currently accepted explanations or solutions to determine the merits of arguments. Construct an explanation based on valid and reliable evidence obtained from a variety of sources (including students' own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Evaluate the validity and reliability of multiple claims, methods, and/or designs that appear in scientific and technical texts or media reports, verifying the data when possible. Identify what is science, what clearly is not science, and what superficially resembles science (but fails to meet the criteria for science). 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). Recognize that the strength or usefulness of a scientific claim is evaluated through scientific argumentation, which depends on?_ critical and logical thinking, and the active consideration of alternative scientific explanations to explain the data presented. 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, Identify which questions can be answered through science and which questions are outside the boundaries of scientific investigation, such as questions addressed by other ways of knowing, such as art, philosophy, and religion. Distinguish between questions that can be answered by science and observable information and questions that can't be answered by science and observable information. Identify questions that can be answered by science. 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. 11. Evaluate the merits of the explanations produced by others. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Demonstrate eText: Lesson Review: What Is Science? Curriculum Standards: Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Recognize that theories do not become laws, nor do laws become theories; theories are well supported explanations and laws are well supported descriptions. Recognize that theories do not become laws, nor do laws become theories; theories are well supported explanations and laws are well supported descriptions. Explain that a scientific theory is the culmination of many scientific investigations drawing together all the current evidence concerning a substantial range of phenomena; thus, a scientific theory represents the most powerful explanation scientists have to offer. A scientific theory is a substantiated explanation of some aspect of the natural world, based on a body of facts that have been repeatedly confirmed through observation and experiment and the science community validates each theory before it is accepted. If new evidence is discovered that the theory does not accommodate, the theory is generally modified in light of this new evidence. Recognize that scientific knowledge can be challenged or confirmed by new investigations and reexamination. Explain that a scientific theory is the culmination of many scientific investigations drawing together all the current evidence concerning a substantial range of phenomena; thus, a scientific theory represents the most powerful explanation scientists have to offer. Recognize that a scientific theory is developed by repeated investigations of many scientists and agreement on the likely explanation. Recognize that scientific theories are supported by evidence and agreement of many scientists. Describe the processes used in scientific investigations, including posing a research question, forming a hypothesis, reviewing what is known, collecting evidence, evaluating results, and reaching conclusions. Identify the basic process used in scientific investigations, including questioning, observing, recording, determining, and sharing results. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Recognize that theories do not become laws, nor do laws become theories; theories are well supported explanations and laws are well supported descriptions. Recognize that scientific knowledge can be challenged or confirmed by new investigations and reexamination. Explain that a scientific theory is the culmination of many scientific investigations drawing together all the current evidence concerning a substantial range of phenomena; thus, a scientific theory represents the most powerful explanation scientists have to offer. Recognize that a scientific theory is developed by repeated investigations of many scientists and agreement on the likely explanation. Recognize that scientific theories are supported by evidence and agreement of many scientists. Describe the processes used in scientific investigations, including posing a research question, forming a hypothesis, reviewing what is known, collecting evidence, evaluating results, and reaching conclusions. Identify the basic process used in scientific investigations, including questioning, observing, recording, determining, and sharing results. Quiz Review: What Is Science? Curriculum Standards: Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Recognize that theories do not become laws, nor do laws become theories; theories are well supported explanations and laws are well supported descriptions. Recognize that theories do not become laws, nor do laws become theories; theories are well supported explanations and laws are well supported descriptions. Explain that a scientific theory is the culmination of many scientific investigations drawing together all the current evidence concerning a substantial range of phenomena; thus, a scientific theory represents the most powerful explanation scientists have to offer. A scientific theory is a substantiated explanation of some aspect of the natural world, based on a body of facts that have been repeatedly confirmed through observation and experiment and the science community validates each theory before it is accepted. If new evidence is discovered that the theory does not accommodate, the theory is generally modified in light of this new evidence. Recognize that scientific knowledge can be challenged or confirmed by new investigations and reexamination. Explain that a scientific theory is the culmination of many scientific investigations drawing together all the current evidence concerning a substantial range of phenomena; thus, a scientific theory represents the most powerful explanation scientists have to offer. Recognize that a scientific theory is developed by repeated investigations of many scientists and agreement on the likely explanation. Recognize that scientific theories are supported by evidence and agreement of many scientists. Describe the processes used in scientific investigations, including posing a research question, forming a hypothesis, reviewing what is known, collecting evidence, evaluating results, and reaching conclusions. Identify the basic process used in scientific investigations, including questioning, observing, recording, determining, and sharing results. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Recognize that theories do not become laws, nor do laws become theories; theories are well supported explanations and laws are well supported descriptions. Recognize that scientific knowledge can be challenged or confirmed by new investigations and reexamination. Explain that a scientific theory is the culmination of many scientific investigations drawing together all the current evidence concerning a substantial range of phenomena; thus, a scientific theory represents the most powerful explanation scientists have to offer. Recognize that a scientific theory is developed by repeated investigations of many scientists and agreement on the likely explanation. Recognize that scientific theories are supported by evidence and agreement of many scientists. Describe the processes used in scientific investigations, including posing a research question, forming a hypothesis, reviewing what is known, collecting evidence, evaluating results, and reaching conclusions. Identify the basic process used in scientific investigations, including questioning, observing, recording, determining, and sharing results. Editable Quiz: What Is Science? Curriculum Standards: Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Recognize that theories do not become laws, nor do laws become theories; theories are well supported explanations and laws are well supported descriptions. Recognize that theories do not become laws, nor do laws become theories; theories are well supported explanations and laws are well supported descriptions. Explain that a scientific theory is the culmination of many scientific investigations drawing together all the current evidence concerning a substantial range of phenomena; thus, a scientific theory represents the most powerful explanation scientists have to offer. A scientific theory is a substantiated explanation of some aspect of the natural world, based on a body of facts that have been repeatedly confirmed through observation and experiment and the science community validates each theory before it is accepted. If new evidence is discovered that the theory does not accommodate, the theory is generally modified in light of this new evidence. Recognize that scientific knowledge can be challenged or confirmed by new investigations and reexamination. Explain that a scientific theory is the culmination of many scientific investigations drawing together all the current evidence concerning a substantial range of phenomena; thus, a scientific theory represents the most powerful explanation scientists have to offer. Recognize that a scientific theory is developed by repeated investigations of many scientists and agreement on the likely explanation. Recognize that scientific theories are supported by evidence and agreement of many scientists. Describe the processes used in scientific investigations, including posing a research question, forming a hypothesis, reviewing what is known, collecting evidence, evaluating results, and reaching conclusions. Identify the basic process used in scientific investigations, including questioning, observing, recording, determining, and sharing results. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Recognize that theories do not become laws, nor do laws become theories; theories are well supported explanations and laws are well supported descriptions. Recognize that scientific knowledge can be challenged or confirmed by new investigations and reexamination. Explain that a scientific theory is the culmination of many scientific investigations drawing together all the current evidence concerning a substantial range of phenomena; thus, a scientific theory represents the most powerful explanation scientists have to offer. Recognize that a scientific theory is developed by repeated investigations of many scientists and agreement on the likely explanation. Recognize that scientific theories are supported by evidence and agreement of many scientists. Describe the processes used in scientific investigations, including posing a research question, forming a hypothesis, reviewing what is known, collecting evidence, evaluating results, and reaching conclusions. Identify the basic process used in scientific investigations, including questioning, observing, recording, determining, and sharing results. Quiz: What Is Science? Curriculum Standards: Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Recognize that theories do not become laws, nor do laws become theories; theories are well supported explanations and laws are well supported descriptions. Recognize that theories do not become laws, nor do laws become theories; theories are well supported explanations and laws are well supported descriptions. Explain that a scientific theory is the culmination of many scientific investigations drawing together all the current evidence concerning a substantial range of phenomena; thus, a scientific theory represents the most powerful explanation scientists have to offer. A scientific theory is a substantiated explanation of some aspect of the natural world, based on a body of facts that have been repeatedly confirmed through observation and experiment and the science community validates each theory before it is accepted. If new evidence is discovered that the theory does not accommodate, the theory is generally modified in light of this new evidence. Recognize that scientific knowledge can be challenged or confirmed by new investigations and reexamination. Explain that a scientific theory is the culmination of many scientific investigations drawing together all the current evidence concerning a substantial range of phenomena; thus, a scientific theory represents the most powerful explanation scientists have to offer. Recognize that a scientific theory is developed by repeated investigations of many scientists and agreement on the likely explanation. Recognize that scientific theories are supported by evidence and agreement of many scientists. Describe the processes used in scientific investigations, including posing a research question, forming a hypothesis, reviewing what is known, collecting evidence, evaluating results, and reaching conclusions. Identify the basic process used in scientific investigations, including questioning, observing, recording, determining, and sharing results. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Recognize that theories do not become laws, nor do laws become theories; theories are well supported explanations and laws are well supported descriptions. Recognize that scientific knowledge can be challenged or confirmed by new investigations and reexamination. Explain that a scientific theory is the culmination of many scientific investigations drawing together all the current evidence concerning a substantial range of phenomena; thus, a scientific theory represents the most powerful explanation scientists have to offer. Recognize that a scientific theory is developed by repeated investigations of many scientists and agreement on the likely explanation. Recognize that scientific theories are supported by evidence and agreement of many scientists. Describe the processes used in scientific investigations, including posing a research question, forming a hypothesis, reviewing what is known, collecting evidence, evaluating results, and reaching conclusions. Identify the basic process used in scientific investigations, including questioning, observing, recording, determining, and sharing results. Lesson 2: Science In Context Connect Video: Exploring Extremes Investigate eText: Science in Context Curriculum Standards: Recognize that the strength or usefulness of a scientific claim is evaluated through scientific argumentation, which depends on? critical and logical thinking, and the active consideration of alternative scientific explanations to explain the data presented. Explain that a scientific theory is the culmination of many scientific investigations drawing together all the current evidence concerning a substantial range of phenomena; thus, a scientific theory represents the most powerful explanation scientists have to offer. Recognize that the strength or usefulness of a scientific claim is evaluated through scientific argumentation, which depends on critical and logical thinking, and the active consideration of alternative scientific explanations to explain the data presented. Explain that a scientific theory is the culmination of many scientific investigations drawing together all the current evidence concerning a substantial range of phenomena; thus, a scientific theory represents the most powerful explanation scientists have to offer. Identify sources of information and assess their reliability according to the strict standards of scientific investigation. Identify sources of information and assess their reliability according to the strict standards of scientific investigation. Identify what is science, what clearly is not science, and what superficially resembles science (but fails to meet the criteria for science). Identify what is science, what clearly is not science, and what superficially resembles science (but fails to meet the criteria for science). Scientific knowledge is durable and robust, but open to change. Recognize that what is known about science can change based on new information. Obtain, evaluate, and communicate information on how molecular biotechnology may be used in a variety of fields. 3. Examine books and other sources of information to see what is already known, 3. Examine books and other sources of information to see what is already known, Analyze through research the cycling of matter in our biosphere and explain how biogeochemical cycles are critical for ecosystem function. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Scientific argumentation is a necessary part of scientific inquiry and plays an important role in the generation and validation of scientific knowledge. Recognize that the strength or usefulness of a scientific claim is evaluated through scientific argumentation, which depends on?_ critical and logical thinking, and the active consideration of alternative scientific explanations to explain the data presented. Explain that a scientific theory is the culmination of many scientific investigations drawing together all the current evidence concerning a substantial range of phenomena; thus, a scientific theory represents the most powerful explanation scientists have to offer. Identify sources of information and assess their reliability according to the strict standards of scientific investigation. Identify what is science, what clearly is not science, and what superficially resembles science (but fails to meet the criteria for science). Scientific knowledge is durable and robust, but open to change. Recognize that what is known about science can change based on new information. 3. Examine books and other sources of information to see what is already known, 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Scientific argumentation is a necessary part of scientific inquiry and plays an important role in the generation and validation of scientific knowledge. Quick Lab: Replicating Procedures Interactivity: The Processes of Science and Engineering Design Curriculum Standards: 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). Analyze data using tools, technologies, and/or models in order to make valid and reliable scientific claims or determine an optimal design solution. 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). 5. Plan investigations, (Design and evaluate a scientific investigation). Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data and refine the design accordingly. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 10. Communicate results of scientific investigations, and 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. 11. Evaluate the merits of the explanations produced by others. 11. Evaluate the merits of the explanations produced by others. Evaluate evidence behind currently accepted explanations or solutions to determine the merits of arguments. Construct an explanation based on valid and reliable evidence obtained from a variety of sources (including students' own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Evaluate the validity and reliability of multiple claims, methods, and/or designs that appear in scientific and technical texts or media reports, verifying the data when possible. 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. 11. Evaluate the merits of the explanations produced by others. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Spanish Workbook: Science in Context Editable Presentation: Science In Context Synthesize PBL Authentic Reading: Solar Still Made of Bubble Wrap could Purify Water for the Poor Curriculum Standards: Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts. (HS-ETS1-3) PBL STEM Project: Design and Build Your Solar Still PBL STEM Project: Redesign and Retest Your Solar Still Curriculum Standards: Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts. (HS-ETS1-3) PBL Engineering Interactivity: Optimize Solar Stills Curriculum Standards: 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). Analyze data using tools, technologies, and/or models in order to make valid and reliable scientific claims or determine an optimal design solution. 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). 5. Plan investigations, (Design and evaluate a scientific investigation). Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data and refine the design accordingly. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 10. Communicate results of scientific investigations, and 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. 11. Evaluate the merits of the explanations produced by others. 11. Evaluate the merits of the explanations produced by others. Evaluate evidence behind currently accepted explanations or solutions to determine the merits of arguments. Construct an explanation based on valid and reliable evidence obtained from a variety of sources (including students' own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Evaluate the validity and reliability of multiple claims, methods, and/or designs that appear in scientific and technical texts or media reports, verifying the data when possible. 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. 11. Evaluate the merits of the explanations produced by others. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. PBL Engineering Worksheet: Optimize Solar Stills Curriculum Standards: 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). Analyze data using tools, technologies, and/or models in order to make valid and reliable scientific claims or determine an optimal design solution. 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). 5. Plan investigations, (Design and evaluate a scientific investigation). Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data and refine the design accordingly. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 10. Communicate results of scientific investigations, and 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. 11. Evaluate the merits of the explanations produced by others. 11. Evaluate the merits of the explanations produced by others. Evaluate evidence behind currently accepted explanations or solutions to determine the merits of arguments. Construct an explanation based on valid and reliable evidence obtained from a variety of sources (including students' own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Evaluate the validity and reliability of multiple claims, methods, and/or designs that appear in scientific and technical texts or media reports, verifying the data when possible. 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. 11. Evaluate the merits of the explanations produced by others. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Demonstrate eText: Lesson Review: Science In Context Curriculum Standards: Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Scientific inquiry is characterized by a common set of values that include: logical thinking, precision, open-mindedness, objectivity, skepticism, replicability of results, and honest and ethical reporting of findings. Identify a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Identify a scientific question 2. Examine reliable sources of information to identify what is already known 3. Develop a possible explanation (hypothesis) 4. Plan and carry out an experiment 5. Gather data based on measurement and observations 6. Evaluate the data 7. Use the data to support reasonable explanations, inferences, and conclusions. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Scientists and engineers can make major contributions by developing technologies that produce less pollution and waste and that preclude ecosystem degradation. (HS-ESS3-4) Describe the processes used in scientific investigations, including posing a research question, forming a hypothesis, reviewing what is known, collecting evidence, evaluating results, and reaching conclusions. Identify the basic process used in scientific investigations, including questioning, observing, recording, determining, and sharing results. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Identify a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Identify a scientific question 2. Examine reliable sources of information to identify what is already known 3. Develop a possible explanation (hypothesis) 4. Plan and carry out an experiment 5. Gather data based on measurement and observations 6. Evaluate the data 7. Use the data to support reasonable explanations, inferences, and conclusions. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Describe the processes used in scientific investigations, including posing a research question, forming a hypothesis, reviewing what is known, collecting evidence, evaluating results, and reaching conclusions. Identify the basic process used in scientific investigations, including questioning, observing, recording, determining, and sharing results. Quiz Review: Science In Context Curriculum Standards: Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Scientific inquiry is characterized by a common set of values that include: logical thinking, precision, open-mindedness, objectivity, skepticism, replicability of results, and honest and ethical reporting of findings. Identify a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Identify a scientific question 2. Examine reliable sources of information to identify what is already known 3. Develop a possible explanation (hypothesis) 4. Plan and carry out an experiment 5. Gather data based on measurement and observations 6. Evaluate the data 7. Use the data to support reasonable explanations, inferences, and conclusions. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Scientists and engineers can make major contributions by developing technologies that produce less pollution and waste and that preclude ecosystem degradation. (HS-ESS3-4) Describe the processes used in scientific investigations, including posing a research question, forming a hypothesis, reviewing what is known, collecting evidence, evaluating results, and reaching conclusions. Identify the basic process used in scientific investigations, including questioning, observing, recording, determining, and sharing results. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Identify a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Identify a scientific question 2. Examine reliable sources of information to identify what is already known 3. Develop a possible explanation (hypothesis) 4. Plan and carry out an experiment 5. Gather data based on measurement and observations 6. Evaluate the data 7. Use the data to support reasonable explanations, inferences, and conclusions. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Describe the processes used in scientific investigations, including posing a research question, forming a hypothesis, reviewing what is known, collecting evidence, evaluating results, and reaching conclusions. Identify the basic process used in scientific investigations, including questioning, observing, recording, determining, and sharing results. Editable Quiz: Science In Context Curriculum Standards: Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Scientific inquiry is characterized by a common set of values that include: logical thinking, precision, open-mindedness, objectivity, skepticism, replicability of results, and honest and ethical reporting of findings. Identify a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Identify a scientific question 2. Examine reliable sources of information to identify what is already known 3. Develop a possible explanation (hypothesis) 4. Plan and carry out an experiment 5. Gather data based on measurement and observations 6. Evaluate the data 7. Use the data to support reasonable explanations, inferences, and conclusions. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Scientists and engineers can make major contributions by developing technologies that produce less pollution and waste and that preclude ecosystem degradation. (HS-ESS3-4) Describe the processes used in scientific investigations, including posing a research question, forming a hypothesis, reviewing what is known, collecting evidence, evaluating results, and reaching conclusions. Identify the basic process used in scientific investigations, including questioning, observing, recording, determining, and sharing results. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Identify a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Identify a scientific question 2. Examine reliable sources of information to identify what is already known 3. Develop a possible explanation (hypothesis) 4. Plan and carry out an experiment 5. Gather data based on measurement and observations 6. Evaluate the data 7. Use the data to support reasonable explanations, inferences, and conclusions. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Describe the processes used in scientific investigations, including posing a research question, forming a hypothesis, reviewing what is known, collecting evidence, evaluating results, and reaching conclusions. Identify the basic process used in scientific investigations, including questioning, observing, recording, determining, and sharing results. Quiz: Science In Context Curriculum Standards: Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Scientific inquiry is characterized by a common set of values that include: logical thinking, precision, open-mindedness, objectivity, skepticism, replicability of results, and honest and ethical reporting of findings. Identify a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Identify a scientific question 2. Examine reliable sources of information to identify what is already known 3. Develop a possible explanation (hypothesis) 4. Plan and carry out an experiment 5. Gather data based on measurement and observations 6. Evaluate the data 7. Use the data to support reasonable explanations, inferences, and conclusions. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Scientists and engineers can make major contributions by developing technologies that produce less pollution and waste and that preclude ecosystem degradation. (HS-ESS3-4) Describe the processes used in scientific investigations, including posing a research question, forming a hypothesis, reviewing what is known, collecting evidence, evaluating results, and reaching conclusions. Identify the basic process used in scientific investigations, including questioning, observing, recording, determining, and sharing results. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Identify a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Identify a scientific question 2. Examine reliable sources of information to identify what is already known 3. Develop a possible explanation (hypothesis) 4. Plan and carry out an experiment 5. Gather data based on measurement and observations 6. Evaluate the data 7. Use the data to support reasonable explanations, inferences, and conclusions. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Describe the processes used in scientific investigations, including posing a research question, forming a hypothesis, reviewing what is known, collecting evidence, evaluating results, and reaching conclusions. Identify the basic process used in scientific investigations, including questioning, observing, recording, determining, and sharing results. Lesson 3: Patterns of Life Connect Discussion Board: Biology Careers Investigate eText: Patterns of Life Curriculum Standards: Compare and contrast existing models, identify patterns, and use structural and functional evidence to analyze the characteristics of life. Engage in argument about the designation of viruses as non-living based on these characteristics. Reproduction is characteristic of living things and is essential for the survival of species. All living things are composed of four basic categories of macromolecules and share the same basic needs for life. Recognize that living things produce offspring (reproduce). Evaluate comparative models of various cell types with a focus on organic molecules that make up cellular structures. Reproduction is characteristic of living things and is essential for the survival of species. All living things are composed of four basic categories of macromolecules and share the same basic needs for life. Recognize that living things produce offspring (reproduce). Interactivity: Studying Life Curriculum Standards: Explain how and why the genetic code is universal and is common to almost all organisms. Evaluate scientific data collected from analysis of molecular sequences, fossil records, biogeography, and embryology. Identify chronological patterns of change and communicate that biological evolution is supported by multiple lines of empirical evidence that identify similarities inherited from a common ancestor (homologies). Explain how and why the genetic code is universal and is common to almost all organisms. Recognize that all organisms have a substance called DNA with unique information. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, Explain how and why the genetic code is universal and is common to almost all organisms. Recognize that all organisms have a substance called DNA with unique information. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, Spanish Workbook: Studying Life Editable Presentation: Patterns of Life Synthesize Interactive Video: Characteristics of Life Curriculum Standards: 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). Analyze data using tools, technologies, and/or models in order to make valid and reliable scientific claims or determine an optimal design solution. 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). 5. Plan investigations, (Design and evaluate a scientific investigation). Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data and refine the design accordingly. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 10. Communicate results of scientific investigations, and 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. 11. Evaluate the merits of the explanations produced by others. 11. Evaluate the merits of the explanations produced by others. Evaluate evidence behind currently accepted explanations or solutions to determine the merits of arguments. Construct an explanation based on valid and reliable evidence obtained from a variety of sources (including students' own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Evaluate the validity and reliability of multiple claims, methods, and/or designs that appear in scientific and technical texts or media reports, verifying the data when possible. 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. 11. Evaluate the merits of the explanations produced by others. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Develop a Solution Lab: Algae in the Water Foundations Develop a Solution Lab: Algae in the Water Demonstrate eText: Lesson Review: Patterns of Life Curriculum Standards: Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Compare and contrast existing models, identify patterns, and use structural and functional evidence to analyze the characteristics of life. Engage in argument about the designation of viruses as non-living based on these characteristics. Reproduction is characteristic of living things and is essential for the survival of species. Recognize that living things produce offspring (reproduce). Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Reproduction is characteristic of living things and is essential for the survival of species. Recognize that living things produce offspring (reproduce). Quiz Review: Patterns of Life Curriculum Standards: Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Compare and contrast existing models, identify patterns, and use structural and functional evidence to analyze the characteristics of life. Engage in argument about the designation of viruses as non-living based on these characteristics. Reproduction is characteristic of living things and is essential for the survival of species. Recognize that living things produce offspring (reproduce). Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Reproduction is characteristic of living things and is essential for the survival of species. Recognize that living things produce offspring (reproduce). Editable Quiz: Patterns of Life Curriculum Standards: Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Compare and contrast existing models, identify patterns, and use structural and functional evidence to analyze the characteristics of life. Engage in argument about the designation of viruses as non-living based on these characteristics. Reproduction is characteristic of living things and is essential for the survival of species. Recognize that living things produce offspring (reproduce). Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Reproduction is characteristic of living things and is essential for the survival of species. Recognize that living things produce offspring (reproduce). Quiz: Patterns of Life Curriculum Standards: Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Compare and contrast existing models, identify patterns, and use structural and functional evidence to analyze the characteristics of life. Engage in argument about the designation of viruses as non-living based on these characteristics. Reproduction is characteristic of living things and is essential for the survival of species. Recognize that living things produce offspring (reproduce). Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Reproduction is characteristic of living things and is essential for the survival of species. Recognize that living things produce offspring (reproduce). Chapter Close: The Science of Biology eText: Case Study Wrap-Up: Biology and Technology Solve Problems Curriculum Standards: Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology???s capacity to link to other information and to display information flexibly and dynamically. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology_?_s capacity to link to other information and to display information flexibly and dynamically. HHMI Career Video: The Great Elephant Census eText: Chapter 1 Study Guide Curriculum Standards: Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Describe the scientific theory of cells (cell theory) and relate the history of its discovery to the process of science. Describe the scientific theory of cells (cell theory) and relate the history of its discovery to the process of science. Identify that all living things are made of cells and cells function in similar ways (cell theory). Identify that the cell is the smallest basic unit of life and that all living things are made of cells. Compare and contrast existing models, identify patterns, and use structural and functional evidence to analyze the characteristics of life. Engage in argument about the designation of viruses as non-living based on these characteristics. Recognize that theories do not become laws, nor do laws become theories; theories are well supported explanations and laws are well supported descriptions. Recognize that theories do not become laws, nor do laws become theories; theories are well supported explanations and laws are well supported descriptions. Explain that a scientific theory is the culmination of many scientific investigations drawing together all the current evidence concerning a substantial range of phenomena; thus, a scientific theory represents the most powerful explanation scientists have to offer. A scientific theory is a substantiated explanation of some aspect of the natural world, based on a body of facts that have been repeatedly confirmed through observation and experiment and the science community validates each theory before it is accepted. If new evidence is discovered that the theory does not accommodate, the theory is generally modified in light of this new evidence. Recognize that scientific knowledge can be challenged or confirmed by new investigations and reexamination. Explain that a scientific theory is the culmination of many scientific investigations drawing together all the current evidence concerning a substantial range of phenomena; thus, a scientific theory represents the most powerful explanation scientists have to offer. Recognize that a scientific theory is developed by repeated investigations of many scientists and agreement on the likely explanation. Recognize that scientific theories are supported by evidence and agreement of many scientists. Construct an explanation based on valid and reliable evidence obtained from a variety of sources (including students' own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. Identify sources of information and assess their reliability according to the strict standards of scientific investigation. Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 9. Use appropriate evidence and reasoning to justify these explanations to others, 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 9. Use appropriate evidence and reasoning to justify these explanations to others, Identify a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Identify a scientific question 2. Examine reliable sources of information to identify what is already known 3. Develop a possible explanation (hypothesis) 4. Plan and carry out an experiment 5. Gather data based on measurement and observations 6. Evaluate the data 7. Use the data to support reasonable explanations, inferences, and conclusions. Distinguish between questions that can be answered by science and observable information and questions that can't be answered by science and observable information. Identify questions that can be answered by science. Reproduction is characteristic of living things and is essential for the survival of species. Recognize that living things produce offspring (reproduce). Describe the processes used in scientific investigations, including posing a research question, forming a hypothesis, reviewing what is known, collecting evidence, evaluating results, and reaching conclusions. Identify the basic process used in scientific investigations, including questioning, observing, recording, determining, and sharing results. Analyze scientific and ethical arguments to support the pros and cons of application of a specific biotechnology technique such as stem cell usage, in vitro fertilization, or genetically modified organisms. Identify ways that biotechnology has impacted society and the environment, such as the development of new medicines and farming techniques. Recognize that new medicines and foods can be developed by science (biotechnology). Relate the structure of each of the major plant organs and tissues to physiological processes. Relate the structure of each of the major plant organs and tissues to physiological processes. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity. Create a computational simulation to illustrate the relationships among management of natural resources, the sustainability of human populations, and biodiversity. The sustainability of human societies and the biodiversity that supports them requires responsible management of natural resources. (HS-ESS3-3) Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Describe the scientific theory of cells (cell theory) and relate the history of its discovery to the process of science. Identify that all living things are made of cells and cells function in similar ways (cell theory). Identify that the cell is the smallest basic unit of life and that all living things are made of cells. Recognize that theories do not become laws, nor do laws become theories; theories are well supported explanations and laws are well supported descriptions. Recognize that scientific knowledge can be challenged or confirmed by new investigations and reexamination. Explain that a scientific theory is the culmination of many scientific investigations drawing together all the current evidence concerning a substantial range of phenomena; thus, a scientific theory represents the most powerful explanation scientists have to offer. Recognize that a scientific theory is developed by repeated investigations of many scientists and agreement on the likely explanation. Recognize that scientific theories are supported by evidence and agreement of many scientists. Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 9. Use appropriate evidence and reasoning to justify these explanations to others, Identify a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Identify a scientific question 2. Examine reliable sources of information to identify what is already known 3. Develop a possible explanation (hypothesis) 4. Plan and carry out an experiment 5. Gather data based on measurement and observations 6. Evaluate the data 7. Use the data to support reasonable explanations, inferences, and conclusions. Distinguish between questions that can be answered by science and observable information and questions that can't be answered by science and observable information. Identify questions that can be answered by science. Reproduction is characteristic of living things and is essential for the survival of species. Recognize that living things produce offspring (reproduce). Describe the processes used in scientific investigations, including posing a research question, forming a hypothesis, reviewing what is known, collecting evidence, evaluating results, and reaching conclusions. Identify the basic process used in scientific investigations, including questioning, observing, recording, determining, and sharing results. Identify ways that biotechnology has impacted society and the environment, such as the development of new medicines and farming techniques. Recognize that new medicines and foods can be developed by science (biotechnology). Relate the structure of each of the major plant organs and tissues to physiological processes. eText: Performance-Based-Assessment: Investigating Hydroponics Curriculum Standards: Discuss the special properties of water that contribute to Earth's suitability as an environment for life: cohesive behavior, ability to moderate temperature, expansion upon freezing, and versatility as a solvent. The abundance of liquid water on Earth's surface and its unique combination of physical and chemical properties are central to the planet's dynamics. These properties include water's exceptional capacity to absorb, store, and release large amounts of energy, transmit sunlight, expand upon freezing, dissolve and transport materials, and lower the viscosities and melting points of rocks. (HS-ESS2-5) Discuss the special properties of water that contribute to Earth's suitability as an environment for life: cohesive behavior, ability to moderate temperature, expansion upon freezing, and versatility as a solvent. Identify that special properties of water, such as the ability to moderate temperature and dissolve substances, help to sustain living things on Earth. Identify the important role of water in sustaining life of plants and animals. 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). Identify sources of information and assess their reliability according to the strict standards of scientific investigation. Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). Obtain, evaluate, and communicate information on how molecular biotechnology may be used in a variety of fields. Analyze data using tools, technologies, and/or models in order to make valid and reliable scientific claims or determine an optimal design solution. 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, 3. Examine books and other sources of information to see what is already known, Analyze through research the cycling of matter in our biosphere and explain how biogeochemical cycles are critical for ecosystem function. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). 5. Plan investigations, (Design and evaluate a scientific investigation). Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data and refine the design accordingly. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 10. Communicate results of scientific investigations, and 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. 11. Evaluate the merits of the explanations produced by others. 11. Evaluate the merits of the explanations produced by others. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. Identify a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Identify a scientific question 2. Examine reliable sources of information to identify what is already known 3. Develop a possible explanation (hypothesis) 4. Plan and carry out an experiment 5. Gather data based on measurement and observations 6. Evaluate the data 7. Use the data to support reasonable explanations, inferences, and conclusions. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. Evaluate evidence behind currently accepted explanations or solutions to determine the merits of arguments. Construct an explanation based on valid and reliable evidence obtained from a variety of sources (including students' own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Evaluate the validity and reliability of multiple claims, methods, and/or designs that appear in scientific and technical texts or media reports, verifying the data when possible. Discuss the special properties of water that contribute to Earth's suitability as an environment for life: cohesive behavior, ability to moderate temperature, expansion upon freezing, and versatility as a solvent. Identify that special properties of water, such as the ability to moderate temperature and dissolve substances, help to sustain living things on Earth. Identify the important role of water in sustaining life of plants and animals. 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. 11. Evaluate the merits of the explanations produced by others. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Identify a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Identify a scientific question 2. Examine reliable sources of information to identify what is already known 3. Develop a possible explanation (hypothesis) 4. Plan and carry out an experiment 5. Gather data based on measurement and observations 6. Evaluate the data 7. Use the data to support reasonable explanations, inferences, and conclusions. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. eText: Chapter 1 Assessment Curriculum Standards: Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Describe the scientific theory of cells (cell theory) and relate the history of its discovery to the process of science. Describe the scientific theory of cells (cell theory) and relate the history of its discovery to the process of science. Identify that all living things are made of cells and cells function in similar ways (cell theory). Identify that the cell is the smallest basic unit of life and that all living things are made of cells. Compare and contrast existing models, identify patterns, and use structural and functional evidence to analyze the characteristics of life. Engage in argument about the designation of viruses as non-living based on these characteristics. Recognize that theories do not become laws, nor do laws become theories; theories are well supported explanations and laws are well supported descriptions. Recognize that theories do not become laws, nor do laws become theories; theories are well supported explanations and laws are well supported descriptions. Explain that a scientific theory is the culmination of many scientific investigations drawing together all the current evidence concerning a substantial range of phenomena; thus, a scientific theory represents the most powerful explanation scientists have to offer. A scientific theory is a substantiated explanation of some aspect of the natural world, based on a body of facts that have been repeatedly confirmed through observation and experiment and the science community validates each theory before it is accepted. If new evidence is discovered that the theory does not accommodate, the theory is generally modified in light of this new evidence. Recognize that scientific knowledge can be challenged or confirmed by new investigations and reexamination. Explain that a scientific theory is the culmination of many scientific investigations drawing together all the current evidence concerning a substantial range of phenomena; thus, a scientific theory represents the most powerful explanation scientists have to offer. Recognize that a scientific theory is developed by repeated investigations of many scientists and agreement on the likely explanation. Recognize that scientific theories are supported by evidence and agreement of many scientists. Construct an explanation based on valid and reliable evidence obtained from a variety of sources (including students' own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. Identify sources of information and assess their reliability according to the strict standards of scientific investigation. Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 9. Use appropriate evidence and reasoning to justify these explanations to others, 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 9. Use appropriate evidence and reasoning to justify these explanations to others, Identify a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Identify a scientific question 2. Examine reliable sources of information to identify what is already known 3. Develop a possible explanation (hypothesis) 4. Plan and carry out an experiment 5. Gather data based on measurement and observations 6. Evaluate the data 7. Use the data to support reasonable explanations, inferences, and conclusions. Distinguish between questions that can be answered by science and observable information and questions that can't be answered by science and observable information. Identify questions that can be answered by science. Reproduction is characteristic of living things and is essential for the survival of species. Recognize that living things produce offspring (reproduce). Describe the processes used in scientific investigations, including posing a research question, forming a hypothesis, reviewing what is known, collecting evidence, evaluating results, and reaching conclusions. Identify the basic process used in scientific investigations, including questioning, observing, recording, determining, and sharing results. Analyze scientific and ethical arguments to support the pros and cons of application of a specific biotechnology technique such as stem cell usage, in vitro fertilization, or genetically modified organisms. Identify ways that biotechnology has impacted society and the environment, such as the development of new medicines and farming techniques. Recognize that new medicines and foods can be developed by science (biotechnology). Relate the structure of each of the major plant organs and tissues to physiological processes. Relate the structure of each of the major plant organs and tissues to physiological processes. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity. Create a computational simulation to illustrate the relationships among management of natural resources, the sustainability of human populations, and biodiversity. The sustainability of human societies and the biodiversity that supports them requires responsible management of natural resources. (HS-ESS3-3) Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Describe the scientific theory of cells (cell theory) and relate the history of its discovery to the process of science. Identify that all living things are made of cells and cells function in similar ways (cell theory). Identify that the cell is the smallest basic unit of life and that all living things are made of cells. Recognize that theories do not become laws, nor do laws become theories; theories are well supported explanations and laws are well supported descriptions. Recognize that scientific knowledge can be challenged or confirmed by new investigations and reexamination. Explain that a scientific theory is the culmination of many scientific investigations drawing together all the current evidence concerning a substantial range of phenomena; thus, a scientific theory represents the most powerful explanation scientists have to offer. Recognize that a scientific theory is developed by repeated investigations of many scientists and agreement on the likely explanation. Recognize that scientific theories are supported by evidence and agreement of many scientists. Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 9. Use appropriate evidence and reasoning to justify these explanations to others, Identify a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Identify a scientific question 2. Examine reliable sources of information to identify what is already known 3. Develop a possible explanation (hypothesis) 4. Plan and carry out an experiment 5. Gather data based on measurement and observations 6. Evaluate the data 7. Use the data to support reasonable explanations, inferences, and conclusions. Distinguish between questions that can be answered by science and observable information and questions that can't be answered by science and observable information. Identify questions that can be answered by science. Reproduction is characteristic of living things and is essential for the survival of species. Recognize that living things produce offspring (reproduce). Describe the processes used in scientific investigations, including posing a research question, forming a hypothesis, reviewing what is known, collecting evidence, evaluating results, and reaching conclusions. Identify the basic process used in scientific investigations, including questioning, observing, recording, determining, and sharing results. Identify ways that biotechnology has impacted society and the environment, such as the development of new medicines and farming techniques. Recognize that new medicines and foods can be developed by science (biotechnology). Relate the structure of each of the major plant organs and tissues to physiological processes. Test Review: The Science of Biology Curriculum Standards: Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Describe the scientific theory of cells (cell theory) and relate the history of its discovery to the process of science. Describe the scientific theory of cells (cell theory) and relate the history of its discovery to the process of science. Identify that all living things are made of cells and cells function in similar ways (cell theory). Identify that the cell is the smallest basic unit of life and that all living things are made of cells. Compare and contrast existing models, identify patterns, and use structural and functional evidence to analyze the characteristics of life. Engage in argument about the designation of viruses as non-living based on these characteristics. Recognize that theories do not become laws, nor do laws become theories; theories are well supported explanations and laws are well supported descriptions. Recognize that theories do not become laws, nor do laws become theories; theories are well supported explanations and laws are well supported descriptions. Explain that a scientific theory is the culmination of many scientific investigations drawing together all the current evidence concerning a substantial range of phenomena; thus, a scientific theory represents the most powerful explanation scientists have to offer. A scientific theory is a substantiated explanation of some aspect of the natural world, based on a body of facts that have been repeatedly confirmed through observation and experiment and the science community validates each theory before it is accepted. If new evidence is discovered that the theory does not accommodate, the theory is generally modified in light of this new evidence. Recognize that scientific knowledge can be challenged or confirmed by new investigations and reexamination. Explain that a scientific theory is the culmination of many scientific investigations drawing together all the current evidence concerning a substantial range of phenomena; thus, a scientific theory represents the most powerful explanation scientists have to offer. Recognize that a scientific theory is developed by repeated investigations of many scientists and agreement on the likely explanation. Recognize that scientific theories are supported by evidence and agreement of many scientists. Construct an explanation based on valid and reliable evidence obtained from a variety of sources (including students' own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. Identify sources of information and assess their reliability according to the strict standards of scientific investigation. Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 9. Use appropriate evidence and reasoning to justify these explanations to others, 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 9. Use appropriate evidence and reasoning to justify these explanations to others, Identify a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Identify a scientific question 2. Examine reliable sources of information to identify what is already known 3. Develop a possible explanation (hypothesis) 4. Plan and carry out an experiment 5. Gather data based on measurement and observations 6. Evaluate the data 7. Use the data to support reasonable explanations, inferences, and conclusions. Distinguish between questions that can be answered by science and observable information and questions that can't be answered by science and observable information. Identify questions that can be answered by science. Reproduction is characteristic of living things and is essential for the survival of species. Recognize that living things produce offspring (reproduce). Describe the processes used in scientific investigations, including posing a research question, forming a hypothesis, reviewing what is known, collecting evidence, evaluating results, and reaching conclusions. Identify the basic process used in scientific investigations, including questioning, observing, recording, determining, and sharing results. Analyze scientific and ethical arguments to support the pros and cons of application of a specific biotechnology technique such as stem cell usage, in vitro fertilization, or genetically modified organisms. Identify ways that biotechnology has impacted society and the environment, such as the development of new medicines and farming techniques. Recognize that new medicines and foods can be developed by science (biotechnology). Relate the structure of each of the major plant organs and tissues to physiological processes. Relate the structure of each of the major plant organs and tissues to physiological processes. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity. Create a computational simulation to illustrate the relationships among management of natural resources, the sustainability of human populations, and biodiversity. The sustainability of human societies and the biodiversity that supports them requires responsible management of natural resources. (HS-ESS3-3) Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Describe the scientific theory of cells (cell theory) and relate the history of its discovery to the process of science. Identify that all living things are made of cells and cells function in similar ways (cell theory). Identify that the cell is the smallest basic unit of life and that all living things are made of cells. Recognize that theories do not become laws, nor do laws become theories; theories are well supported explanations and laws are well supported descriptions. Recognize that scientific knowledge can be challenged or confirmed by new investigations and reexamination. Explain that a scientific theory is the culmination of many scientific investigations drawing together all the current evidence concerning a substantial range of phenomena; thus, a scientific theory represents the most powerful explanation scientists have to offer. Recognize that a scientific theory is developed by repeated investigations of many scientists and agreement on the likely explanation. Recognize that scientific theories are supported by evidence and agreement of many scientists. Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 9. Use appropriate evidence and reasoning to justify these explanations to others, Identify a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Identify a scientific question 2. Examine reliable sources of information to identify what is already known 3. Develop a possible explanation (hypothesis) 4. Plan and carry out an experiment 5. Gather data based on measurement and observations 6. Evaluate the data 7. Use the data to support reasonable explanations, inferences, and conclusions. Distinguish between questions that can be answered by science and observable information and questions that can't be answered by science and observable information. Identify questions that can be answered by science. Reproduction is characteristic of living things and is essential for the survival of species. Recognize that living things produce offspring (reproduce). Describe the processes used in scientific investigations, including posing a research question, forming a hypothesis, reviewing what is known, collecting evidence, evaluating results, and reaching conclusions. Identify the basic process used in scientific investigations, including questioning, observing, recording, determining, and sharing results. Identify ways that biotechnology has impacted society and the environment, such as the development of new medicines and farming techniques. Recognize that new medicines and foods can be developed by science (biotechnology). Relate the structure of each of the major plant organs and tissues to physiological processes. Editable Test: The Science of Biology Curriculum Standards: Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Describe the scientific theory of cells (cell theory) and relate the history of its discovery to the process of science. Describe the scientific theory of cells (cell theory) and relate the history of its discovery to the process of science. Identify that all living things are made of cells and cells function in similar ways (cell theory). Identify that the cell is the smallest basic unit of life and that all living things are made of cells. Compare and contrast existing models, identify patterns, and use structural and functional evidence to analyze the characteristics of life. Engage in argument about the designation of viruses as non-living based on these characteristics. Recognize that theories do not become laws, nor do laws become theories; theories are well supported explanations and laws are well supported descriptions. Recognize that theories do not become laws, nor do laws become theories; theories are well supported explanations and laws are well supported descriptions. Explain that a scientific theory is the culmination of many scientific investigations drawing together all the current evidence concerning a substantial range of phenomena; thus, a scientific theory represents the most powerful explanation scientists have to offer. A scientific theory is a substantiated explanation of some aspect of the natural world, based on a body of facts that have been repeatedly confirmed through observation and experiment and the science community validates each theory before it is accepted. If new evidence is discovered that the theory does not accommodate, the theory is generally modified in light of this new evidence. Recognize that scientific knowledge can be challenged or confirmed by new investigations and reexamination. Explain that a scientific theory is the culmination of many scientific investigations drawing together all the current evidence concerning a substantial range of phenomena; thus, a scientific theory represents the most powerful explanation scientists have to offer. Recognize that a scientific theory is developed by repeated investigations of many scientists and agreement on the likely explanation. Recognize that scientific theories are supported by evidence and agreement of many scientists. Construct an explanation based on valid and reliable evidence obtained from a variety of sources (including students' own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. Identify sources of information and assess their reliability according to the strict standards of scientific investigation. Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 9. Use appropriate evidence and reasoning to justify these explanations to others, 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 9. Use appropriate evidence and reasoning to justify these explanations to others, Identify a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Identify a scientific question 2. Examine reliable sources of information to identify what is already known 3. Develop a possible explanation (hypothesis) 4. Plan and carry out an experiment 5. Gather data based on measurement and observations 6. Evaluate the data 7. Use the data to support reasonable explanations, inferences, and conclusions. Distinguish between questions that can be answered by science and observable information and questions that can't be answered by science and observable information. Identify questions that can be answered by science. Reproduction is characteristic of living things and is essential for the survival of species. Recognize that living things produce offspring (reproduce). Describe the processes used in scientific investigations, including posing a research question, forming a hypothesis, reviewing what is known, collecting evidence, evaluating results, and reaching conclusions. Identify the basic process used in scientific investigations, including questioning, observing, recording, determining, and sharing results. Analyze scientific and ethical arguments to support the pros and cons of application of a specific biotechnology technique such as stem cell usage, in vitro fertilization, or genetically modified organisms. Identify ways that biotechnology has impacted society and the environment, such as the development of new medicines and farming techniques. Recognize that new medicines and foods can be developed by science (biotechnology). Relate the structure of each of the major plant organs and tissues to physiological processes. Relate the structure of each of the major plant organs and tissues to physiological processes. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity. Create a computational simulation to illustrate the relationships among management of natural resources, the sustainability of human populations, and biodiversity. The sustainability of human societies and the biodiversity that supports them requires responsible management of natural resources. (HS-ESS3-3) Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Describe the scientific theory of cells (cell theory) and relate the history of its discovery to the process of science. Identify that all living things are made of cells and cells function in similar ways (cell theory). Identify that the cell is the smallest basic unit of life and that all living things are made of cells. Recognize that theories do not become laws, nor do laws become theories; theories are well supported explanations and laws are well supported descriptions. Recognize that scientific knowledge can be challenged or confirmed by new investigations and reexamination. Explain that a scientific theory is the culmination of many scientific investigations drawing together all the current evidence concerning a substantial range of phenomena; thus, a scientific theory represents the most powerful explanation scientists have to offer. Recognize that a scientific theory is developed by repeated investigations of many scientists and agreement on the likely explanation. Recognize that scientific theories are supported by evidence and agreement of many scientists. Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 9. Use appropriate evidence and reasoning to justify these explanations to others, Identify a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Identify a scientific question 2. Examine reliable sources of information to identify what is already known 3. Develop a possible explanation (hypothesis) 4. Plan and carry out an experiment 5. Gather data based on measurement and observations 6. Evaluate the data 7. Use the data to support reasonable explanations, inferences, and conclusions. Distinguish between questions that can be answered by science and observable information and questions that can't be answered by science and observable information. Identify questions that can be answered by science. Reproduction is characteristic of living things and is essential for the survival of species. Recognize that living things produce offspring (reproduce). Describe the processes used in scientific investigations, including posing a research question, forming a hypothesis, reviewing what is known, collecting evidence, evaluating results, and reaching conclusions. Identify the basic process used in scientific investigations, including questioning, observing, recording, determining, and sharing results. Identify ways that biotechnology has impacted society and the environment, such as the development of new medicines and farming techniques. Recognize that new medicines and foods can be developed by science (biotechnology). Relate the structure of each of the major plant organs and tissues to physiological processes. Test: The Science of Biology Curriculum Standards: Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Describe the scientific theory of cells (cell theory) and relate the history of its discovery to the process of science. Describe the scientific theory of cells (cell theory) and relate the history of its discovery to the process of science. Identify that all living things are made of cells and cells function in similar ways (cell theory). Identify that the cell is the smallest basic unit of life and that all living things are made of cells. Compare and contrast existing models, identify patterns, and use structural and functional evidence to analyze the characteristics of life. Engage in argument about the designation of viruses as non-living based on these characteristics. Recognize that theories do not become laws, nor do laws become theories; theories are well supported explanations and laws are well supported descriptions. Recognize that theories do not become laws, nor do laws become theories; theories are well supported explanations and laws are well supported descriptions. Explain that a scientific theory is the culmination of many scientific investigations drawing together all the current evidence concerning a substantial range of phenomena; thus, a scientific theory represents the most powerful explanation scientists have to offer. A scientific theory is a substantiated explanation of some aspect of the natural world, based on a body of facts that have been repeatedly confirmed through observation and experiment and the science community validates each theory before it is accepted. If new evidence is discovered that the theory does not accommodate, the theory is generally modified in light of this new evidence. Recognize that scientific knowledge can be challenged or confirmed by new investigations and reexamination. Explain that a scientific theory is the culmination of many scientific investigations drawing together all the current evidence concerning a substantial range of phenomena; thus, a scientific theory represents the most powerful explanation scientists have to offer. Recognize that a scientific theory is developed by repeated investigations of many scientists and agreement on the likely explanation. Recognize that scientific theories are supported by evidence and agreement of many scientists. Construct an explanation based on valid and reliable evidence obtained from a variety of sources (including students' own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. Identify sources of information and assess their reliability according to the strict standards of scientific investigation. Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 9. Use appropriate evidence and reasoning to justify these explanations to others, 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 9. Use appropriate evidence and reasoning to justify these explanations to others, Identify a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Identify a scientific question 2. Examine reliable sources of information to identify what is already known 3. Develop a possible explanation (hypothesis) 4. Plan and carry out an experiment 5. Gather data based on measurement and observations 6. Evaluate the data 7. Use the data to support reasonable explanations, inferences, and conclusions. Distinguish between questions that can be answered by science and observable information and questions that can't be answered by science and observable information. Identify questions that can be answered by science. Reproduction is characteristic of living things and is essential for the survival of species. Recognize that living things produce offspring (reproduce). Describe the processes used in scientific investigations, including posing a research question, forming a hypothesis, reviewing what is known, collecting evidence, evaluating results, and reaching conclusions. Identify the basic process used in scientific investigations, including questioning, observing, recording, determining, and sharing results. Analyze scientific and ethical arguments to support the pros and cons of application of a specific biotechnology technique such as stem cell usage, in vitro fertilization, or genetically modified organisms. Identify ways that biotechnology has impacted society and the environment, such as the development of new medicines and farming techniques. Recognize that new medicines and foods can be developed by science (biotechnology). Relate the structure of each of the major plant organs and tissues to physiological processes. Relate the structure of each of the major plant organs and tissues to physiological processes. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity. Create a computational simulation to illustrate the relationships among management of natural resources, the sustainability of human populations, and biodiversity. The sustainability of human societies and the biodiversity that supports them requires responsible management of natural resources. (HS-ESS3-3) Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. Describe the scientific theory of cells (cell theory) and relate the history of its discovery to the process of science. Identify that all living things are made of cells and cells function in similar ways (cell theory). Identify that the cell is the smallest basic unit of life and that all living things are made of cells. Recognize that theories do not become laws, nor do laws become theories; theories are well supported explanations and laws are well supported descriptions. Recognize that scientific knowledge can be challenged or confirmed by new investigations and reexamination. Explain that a scientific theory is the culmination of many scientific investigations drawing together all the current evidence concerning a substantial range of phenomena; thus, a scientific theory represents the most powerful explanation scientists have to offer. Recognize that a scientific theory is developed by repeated investigations of many scientists and agreement on the likely explanation. Recognize that scientific theories are supported by evidence and agreement of many scientists. Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 9. Use appropriate evidence and reasoning to justify these explanations to others, Identify a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Identify a scientific question 2. Examine reliable sources of information to identify what is already known 3. Develop a possible explanation (hypothesis) 4. Plan and carry out an experiment 5. Gather data based on measurement and observations 6. Evaluate the data 7. Use the data to support reasonable explanations, inferences, and conclusions. Distinguish between questions that can be answered by science and observable information and questions that can't be answered by science and observable information. Identify questions that can be answered by science. Reproduction is characteristic of living things and is essential for the survival of species. Recognize that living things produce offspring (reproduce). Describe the processes used in scientific investigations, including posing a research question, forming a hypothesis, reviewing what is known, collecting evidence, evaluating results, and reaching conclusions. Identify the basic process used in scientific investigations, including questioning, observing, recording, determining, and sharing results. Identify ways that biotechnology has impacted society and the environment, such as the development of new medicines and farming techniques. Recognize that new medicines and foods can be developed by science (biotechnology). Relate the structure of each of the major plant organs and tissues to physiological processes. eText: FL End-of-Course Test Practice: The Science of Biology Curriculum Standards: Compare and contrast existing models, identify patterns, and use structural and functional evidence to analyze the characteristics of life. Engage in argument about the designation of viruses as non-living based on these characteristics. Reproduction is characteristic of living things and is essential for the survival of species. Recognize that living things produce offspring (reproduce). Reproduction is characteristic of living things and is essential for the survival of species. Recognize that living things produce offspring (reproduce). Editable FL EOC Test: The Science of Biology Curriculum Standards: Compare and contrast existing models, identify patterns, and use structural and functional evidence to analyze the characteristics of life. Engage in argument about the designation of viruses as non-living based on these characteristics. Reproduction is characteristic of living things and is essential for the survival of species. Recognize that living things produce offspring (reproduce). Reproduction is characteristic of living things and is essential for the survival of species. Recognize that living things produce offspring (reproduce). FL End-of-Course Test Practice: The Science of Biology Curriculum Standards: Compare and contrast existing models, identify patterns, and use structural and functional evidence to analyze the characteristics of life. Engage in argument about the designation of viruses as non-living based on these characteristics. Reproduction is characteristic of living things and is essential for the survival of species. Recognize that living things produce offspring (reproduce). Reproduction is characteristic of living things and is essential for the survival of species. Recognize that living things produce offspring (reproduce). Enrichment: The Science of Biology HHMI Enrichment Video: The Making of the Fittest: Natural Selection in Humans (Sickle Cell Anemia) Part 1 HHMI Enrichment Video: The Making of the Fittest: Natural Selection in Humans (Sickle Cell Anemia) Part 2 HHMI Enrichment Video: Natural Selection in Humans Student Quiz HHMI Enrichment Activity: A Lesson on the Nature of Science Chapter 2: The Chemistry of Life Chapter Opener: The Chemistry of Life eText: The Chemistry of Life Curriculum Standards: Discuss the special properties of water that contribute to Earth's suitability as an environment for life: cohesive behavior, ability to moderate temperature, expansion upon freezing, and versatility as a solvent. The abundance of liquid water on Earth's surface and its unique combination of physical and chemical properties are central to the planet's dynamics. These properties include water's exceptional capacity to absorb, store, and release large amounts of energy, transmit sunlight, expand upon freezing, dissolve and transport materials, and lower the viscosities and melting points of rocks. (HS-ESS2-5) Discuss the special properties of water that contribute to Earth's suitability as an environment for life: cohesive behavior, ability to moderate temperature, expansion upon freezing, and versatility as a solvent. Identify that special properties of water, such as the ability to moderate temperature and dissolve substances, help to sustain living things on Earth. Identify the important role of water in sustaining life of plants and animals. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Research examples that demonstrate the functional variety of proteins and construct an argument based on evidence for the importance of the molecular structure to its function. Plan and carry out a controlled investigation to test predictions about factors, which should cause an effect on the structure and function of a protein. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). Identify sources of information and assess their reliability according to the strict standards of scientific investigation. Identify sources of information and assess their reliability according to the strict standards of scientific investigation. Identify that carbohydrates, fats, proteins, and nucleic acids (macromolecules) are important for human organisms. Recognize that humans use proteins, carbohydrates, and fats. All living things are composed of four basic categories of macromolecules and share the same basic needs for life. 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). Obtain, evaluate, and communicate information on how molecular biotechnology may be used in a variety of fields. Analyze data using tools, technologies, and/or models in order to make valid and reliable scientific claims or determine an optimal design solution. 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, 3. Examine books and other sources of information to see what is already known, Analyze through research the cycling of matter in our biosphere and explain how biogeochemical cycles are critical for ecosystem function. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Recognize that energy is stored in cells. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Chemical reactions in living things follow basic rules of chemistry and are usually regulated by enzymes. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). 5. Plan investigations, (Design and evaluate a scientific investigation). Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data and refine the design accordingly. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 10. Communicate results of scientific investigations, and 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. 11. Evaluate the merits of the explanations produced by others. 11. Evaluate the merits of the explanations produced by others. Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. Identify a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Identify a scientific question 2. Examine reliable sources of information to identify what is already known 3. Develop a possible explanation (hypothesis) 4. Plan and carry out an experiment 5. Gather data based on measurement and observations 6. Evaluate the data 7. Use the data to support reasonable explanations, inferences, and conclusions. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. Evaluate evidence behind currently accepted explanations or solutions to determine the merits of arguments. Describe common human health issues. Recognize common human health issues. Construct an explanation based on valid and reliable evidence obtained from a variety of sources (including students' own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Evaluate the validity and reliability of multiple claims, methods, and/or designs that appear in scientific and technical texts or media reports, verifying the data when possible. Discuss the special properties of water that contribute to Earth's suitability as an environment for life: cohesive behavior, ability to moderate temperature, expansion upon freezing, and versatility as a solvent. Identify that special properties of water, such as the ability to moderate temperature and dissolve substances, help to sustain living things on Earth. Identify the important role of water in sustaining life of plants and animals. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). Identify sources of information and assess their reliability according to the strict standards of scientific investigation. Identify that carbohydrates, fats, proteins, and nucleic acids (macromolecules) are important for human organisms. Recognize that humans use proteins, carbohydrates, and fats. All living things are composed of four basic categories of macromolecules and share the same basic needs for life. 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Recognize that energy is stored in cells. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Chemical reactions in living things follow basic rules of chemistry and are usually regulated by enzymes. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. 11. Evaluate the merits of the explanations produced by others. Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. Identify a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Identify a scientific question 2. Examine reliable sources of information to identify what is already known 3. Develop a possible explanation (hypothesis) 4. Plan and carry out an experiment 5. Gather data based on measurement and observations 6. Evaluate the data 7. Use the data to support reasonable explanations, inferences, and conclusions. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. Describe common human health issues. Recognize common human health issues. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Biology Foundations: The Chemistry of Life Curriculum Standards: Discuss the special properties of water that contribute to Earth's suitability as an environment for life: cohesive behavior, ability to moderate temperature, expansion upon freezing, and versatility as a solvent. The abundance of liquid water on Earth's surface and its unique combination of physical and chemical properties are central to the planet's dynamics. These properties include water's exceptional capacity to absorb, store, and release large amounts of energy, transmit sunlight, expand upon freezing, dissolve and transport materials, and lower the viscosities and melting points of rocks. (HS-ESS2-5) Discuss the special properties of water that contribute to Earth's suitability as an environment for life: cohesive behavior, ability to moderate temperature, expansion upon freezing, and versatility as a solvent. Identify that special properties of water, such as the ability to moderate temperature and dissolve substances, help to sustain living things on Earth. Identify the important role of water in sustaining life of plants and animals. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Research examples that demonstrate the functional variety of proteins and construct an argument based on evidence for the importance of the molecular structure to its function. Plan and carry out a controlled investigation to test predictions about factors, which should cause an effect on the structure and function of a protein. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). Identify sources of information and assess their reliability according to the strict standards of scientific investigation. Identify sources of information and assess their reliability according to the strict standards of scientific investigation. Identify that carbohydrates, fats, proteins, and nucleic acids (macromolecules) are important for human organisms. Recognize that humans use proteins, carbohydrates, and fats. All living things are composed of four basic categories of macromolecules and share the same basic needs for life. 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). Obtain, evaluate, and communicate information on how molecular biotechnology may be used in a variety of fields. Analyze data using tools, technologies, and/or models in order to make valid and reliable scientific claims or determine an optimal design solution. 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, 3. Examine books and other sources of information to see what is already known, Analyze through research the cycling of matter in our biosphere and explain how biogeochemical cycles are critical for ecosystem function. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Recognize that energy is stored in cells. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Chemical reactions in living things follow basic rules of chemistry and are usually regulated by enzymes. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). 5. Plan investigations, (Design and evaluate a scientific investigation). Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data and refine the design accordingly. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 10. Communicate results of scientific investigations, and 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. 11. Evaluate the merits of the explanations produced by others. 11. Evaluate the merits of the explanations produced by others. Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. Identify a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Identify a scientific question 2. Examine reliable sources of information to identify what is already known 3. Develop a possible explanation (hypothesis) 4. Plan and carry out an experiment 5. Gather data based on measurement and observations 6. Evaluate the data 7. Use the data to support reasonable explanations, inferences, and conclusions. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. Evaluate evidence behind currently accepted explanations or solutions to determine the merits of arguments. Describe common human health issues. Recognize common human health issues. Construct an explanation based on valid and reliable evidence obtained from a variety of sources (including students' own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Evaluate the validity and reliability of multiple claims, methods, and/or designs that appear in scientific and technical texts or media reports, verifying the data when possible. Discuss the special properties of water that contribute to Earth's suitability as an environment for life: cohesive behavior, ability to moderate temperature, expansion upon freezing, and versatility as a solvent. Identify that special properties of water, such as the ability to moderate temperature and dissolve substances, help to sustain living things on Earth. Identify the important role of water in sustaining life of plants and animals. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). Identify sources of information and assess their reliability according to the strict standards of scientific investigation. Identify that carbohydrates, fats, proteins, and nucleic acids (macromolecules) are important for human organisms. Recognize that humans use proteins, carbohydrates, and fats. All living things are composed of four basic categories of macromolecules and share the same basic needs for life. 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Recognize that energy is stored in cells. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Chemical reactions in living things follow basic rules of chemistry and are usually regulated by enzymes. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. 11. Evaluate the merits of the explanations produced by others. Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. Identify a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Identify a scientific question 2. Examine reliable sources of information to identify what is already known 3. Develop a possible explanation (hypothesis) 4. Plan and carry out an experiment 5. Gather data based on measurement and observations 6. Evaluate the data 7. Use the data to support reasonable explanations, inferences, and conclusions. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. Describe common human health issues. Recognize common human health issues. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Lesson 1: The Nature of Matter Connect Class Discussion: What's the Matter? Investigate eText: The Nature of Matter Curriculum Standards: Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. Identify the reactants, products, and basic functions of photosynthesis. The sugar molecules thus formed contain carbon, hydrogen, and oxygen: their hydrocarbon backbones are used to make amino acids and other carbon-based molecules that can be assembled into larger molecules (such as proteins or DNA), used for example to form new cells. (HS-LS1-6) Identify the reactants, products, and basic functions of photosynthesis. Identify the reactants, products, and basic functions of photosynthesis. Interactivity: Types of Bonding Curriculum Standards: Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. Identify the reactants, products, and basic functions of photosynthesis. The sugar molecules thus formed contain carbon, hydrogen, and oxygen: their hydrocarbon backbones are used to make amino acids and other carbon-based molecules that can be assembled into larger molecules (such as proteins or DNA), used for example to form new cells. (HS-LS1-6) Identify the reactants, products, and basic functions of photosynthesis. Identify the reactants, products, and basic functions of photosynthesis. Spanish Workbook: The Nature of Matter Editable Presentation: The Nature of Matter Synthesize Science Skills Activity: Interactive Periodic Table Science Skills Worksheet: Interactive Periodic Table Demonstrate eText: Lesson Review: The Nature of Matter Quiz Review: The Nature of Matter Editable Quiz: The Nature of Matter Quiz: The Nature of Matter Lesson 2: Properties of Water Connect Class Discussion: Water, Water Everywhere Investigate eText: Properties of Water Curriculum Standards: Discuss the special properties of water that contribute to Earth's suitability as an environment for life: cohesive behavior, ability to moderate temperature, expansion upon freezing, and versatility as a solvent. The abundance of liquid water on Earth's surface and its unique combination of physical and chemical properties are central to the planet's dynamics. These properties include water's exceptional capacity to absorb, store, and release large amounts of energy, transmit sunlight, expand upon freezing, dissolve and transport materials, and lower the viscosities and melting points of rocks. (HS-ESS2-5) Discuss the special properties of water that contribute to Earth's suitability as an environment for life: cohesive behavior, ability to moderate temperature, expansion upon freezing, and versatility as a solvent. Identify that special properties of water, such as the ability to moderate temperature and dissolve substances, help to sustain living things on Earth. Identify the important role of water in sustaining life of plants and animals. Recognize that plants and animals use water to live. The unique chemical properties of carbon and water make life on Earth possible. Discuss the special properties of water that contribute to Earth's suitability as an environment for life: cohesive behavior, ability to moderate temperature, expansion upon freezing, and versatility as a solvent. Identify that special properties of water, such as the ability to moderate temperature and dissolve substances, help to sustain living things on Earth. Identify the important role of water in sustaining life of plants and animals. The unique chemical properties of carbon and water make life on Earth possible. Quick Lab: Acidic and Basic Foods Interactivity: Unique Properties of Water Curriculum Standards: Discuss the special properties of water that contribute to Earth's suitability as an environment for life: cohesive behavior, ability to moderate temperature, expansion upon freezing, and versatility as a solvent. The abundance of liquid water on Earth's surface and its unique combination of physical and chemical properties are central to the planet's dynamics. These properties include water's exceptional capacity to absorb, store, and release large amounts of energy, transmit sunlight, expand upon freezing, dissolve and transport materials, and lower the viscosities and melting points of rocks. (HS-ESS2-5) Discuss the special properties of water that contribute to Earth's suitability as an environment for life: cohesive behavior, ability to moderate temperature, expansion upon freezing, and versatility as a solvent. Identify that special properties of water, such as the ability to moderate temperature and dissolve substances, help to sustain living things on Earth. Identify the important role of water in sustaining life of plants and animals. The unique chemical properties of carbon and water make life on Earth possible. Discuss the special properties of water that contribute to Earth's suitability as an environment for life: cohesive behavior, ability to moderate temperature, expansion upon freezing, and versatility as a solvent. Identify that special properties of water, such as the ability to moderate temperature and dissolve substances, help to sustain living things on Earth. Identify the important role of water in sustaining life of plants and animals. The unique chemical properties of carbon and water make life on Earth possible. Spanish Workbook: Properties of Water Editable Presentation: Properties of Water Synthesize Science Skills Activity: Exercise and Blood pH Science Skills Worksheet: Exercise and Blood pH Demonstrate eText: Lesson Review: Properties of Water Curriculum Standards: Identify that special properties of water, such as the ability to moderate temperature and dissolve substances, help to sustain living things on Earth. Identify the important role of water in sustaining life of plants and animals. Identify that special properties of water, such as the ability to moderate temperature and dissolve substances, help to sustain living things on Earth. Identify the important role of water in sustaining life of plants and animals. Quiz Review: Properties of Water Curriculum Standards: Identify that special properties of water, such as the ability to moderate temperature and dissolve substances, help to sustain living things on Earth. Identify the important role of water in sustaining life of plants and animals. Identify that special properties of water, such as the ability to moderate temperature and dissolve substances, help to sustain living things on Earth. Identify the important role of water in sustaining life of plants and animals. Editable Quiz: Properties of Water Curriculum Standards: Identify that special properties of water, such as the ability to moderate temperature and dissolve substances, help to sustain living things on Earth. Identify the important role of water in sustaining life of plants and animals. Identify that special properties of water, such as the ability to moderate temperature and dissolve substances, help to sustain living things on Earth. Identify the important role of water in sustaining life of plants and animals. Quiz: Properties of Water Curriculum Standards: Identify that special properties of water, such as the ability to moderate temperature and dissolve substances, help to sustain living things on Earth. Identify the important role of water in sustaining life of plants and animals. Identify that special properties of water, such as the ability to moderate temperature and dissolve substances, help to sustain living things on Earth. Identify the important role of water in sustaining life of plants and animals. Lesson 3: Carbon Compounds Connect Video: Chemistry of Durian Fruits Investigate eText: Carbon Compounds Curriculum Standards: Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Research examples that demonstrate the functional variety of proteins and construct an argument based on evidence for the importance of the molecular structure to its function. Plan and carry out a controlled investigation to test predictions about factors, which should cause an effect on the structure and function of a protein. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Identify that carbohydrates, fats, proteins, and nucleic acids (macromolecules) are important for human organisms. Recognize that humans use proteins, carbohydrates, and fats. All living things are composed of four basic categories of macromolecules and share the same basic needs for life. Recognize that energy is stored in cells. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Chemical reactions in living things follow basic rules of chemistry and are usually regulated by enzymes. The unique chemical properties of carbon and water make life on Earth possible. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Identify that carbohydrates, fats, proteins, and nucleic acids (macromolecules) are important for human organisms. Recognize that humans use proteins, carbohydrates, and fats. All living things are composed of four basic categories of macromolecules and share the same basic needs for life. Recognize that energy is stored in cells. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Chemical reactions in living things follow basic rules of chemistry and are usually regulated by enzymes. The unique chemical properties of carbon and water make life on Earth possible. Analyzing Data: Trace Elements: Case Study Interactivity: Understanding Macromolecules Curriculum Standards: Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Research examples that demonstrate the functional variety of proteins and construct an argument based on evidence for the importance of the molecular structure to its function. Plan and carry out a controlled investigation to test predictions about factors, which should cause an effect on the structure and function of a protein. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Identify that carbohydrates, fats, proteins, and nucleic acids (macromolecules) are important for human organisms. Recognize that humans use proteins, carbohydrates, and fats. All living things are composed of four basic categories of macromolecules and share the same basic needs for life. Recognize that energy is stored in cells. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Chemical reactions in living things follow basic rules of chemistry and are usually regulated by enzymes. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Identify that carbohydrates, fats, proteins, and nucleic acids (macromolecules) are important for human organisms. Recognize that humans use proteins, carbohydrates, and fats. All living things are composed of four basic categories of macromolecules and share the same basic needs for life. Recognize that energy is stored in cells. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Chemical reactions in living things follow basic rules of chemistry and are usually regulated by enzymes. Spanish Workbook: Carbon Compounds Editable Presentation: Carbon Compounds Synthesize Science Skills Activity: Dietary Fat and Blood Cholesterol Levels Curriculum Standards: Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Research examples that demonstrate the functional variety of proteins and construct an argument based on evidence for the importance of the molecular structure to its function. Plan and carry out a controlled investigation to test predictions about factors, which should cause an effect on the structure and function of a protein. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Identify that carbohydrates, fats, proteins, and nucleic acids (macromolecules) are important for human organisms. Recognize that humans use proteins, carbohydrates, and fats. All living things are composed of four basic categories of macromolecules and share the same basic needs for life. Recognize that energy is stored in cells. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Chemical reactions in living things follow basic rules of chemistry and are usually regulated by enzymes. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Identify that carbohydrates, fats, proteins, and nucleic acids (macromolecules) are important for human organisms. Recognize that humans use proteins, carbohydrates, and fats. All living things are composed of four basic categories of macromolecules and share the same basic needs for life. Recognize that energy is stored in cells. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Chemical reactions in living things follow basic rules of chemistry and are usually regulated by enzymes. Science Skills Worksheet: Dietary Fat and Blood Cholesterol Levels Curriculum Standards: Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Research examples that demonstrate the functional variety of proteins and construct an argument based on evidence for the importance of the molecular structure to its function. Plan and carry out a controlled investigation to test predictions about factors, which should cause an effect on the structure and function of a protein. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Identify that carbohydrates, fats, proteins, and nucleic acids (macromolecules) are important for human organisms. Recognize that humans use proteins, carbohydrates, and fats. All living things are composed of four basic categories of macromolecules and share the same basic needs for life. Recognize that energy is stored in cells. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Chemical reactions in living things follow basic rules of chemistry and are usually regulated by enzymes. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Identify that carbohydrates, fats, proteins, and nucleic acids (macromolecules) are important for human organisms. Recognize that humans use proteins, carbohydrates, and fats. All living things are composed of four basic categories of macromolecules and share the same basic needs for life. Recognize that energy is stored in cells. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Chemical reactions in living things follow basic rules of chemistry and are usually regulated by enzymes. Demonstrate eText: Lesson Review: Carbon Compounds Curriculum Standards: Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. All living things are composed of four basic categories of macromolecules and share the same basic needs for life. Identify that carbohydrates, fats, proteins, and nucleic acids (macromolecules) are important for human organisms. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. All living things are composed of four basic categories of macromolecules and share the same basic needs for life. Identify that carbohydrates, fats, proteins, and nucleic acids (macromolecules) are important for human organisms. Quiz Review: Carbon Compounds Curriculum Standards: Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. All living things are composed of four basic categories of macromolecules and share the same basic needs for life. Identify that carbohydrates, fats, proteins, and nucleic acids (macromolecules) are important for human organisms. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. All living things are composed of four basic categories of macromolecules and share the same basic needs for life. Identify that carbohydrates, fats, proteins, and nucleic acids (macromolecules) are important for human organisms. Editable Quiz: Carbon Compounds Curriculum Standards: Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. All living things are composed of four basic categories of macromolecules and share the same basic needs for life. Identify that carbohydrates, fats, proteins, and nucleic acids (macromolecules) are important for human organisms. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. All living things are composed of four basic categories of macromolecules and share the same basic needs for life. Identify that carbohydrates, fats, proteins, and nucleic acids (macromolecules) are important for human organisms. Quiz: Carbon Compounds Curriculum Standards: Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. All living things are composed of four basic categories of macromolecules and share the same basic needs for life. Identify that carbohydrates, fats, proteins, and nucleic acids (macromolecules) are important for human organisms. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. All living things are composed of four basic categories of macromolecules and share the same basic needs for life. Identify that carbohydrates, fats, proteins, and nucleic acids (macromolecules) are important for human organisms. Lesson 4: Chemical Reactions and Enzymes Connect Class Discussion: Matter and Energy Investigate eText: Chemical Reactions and Enzymes Curriculum Standards: Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. 8. Generate explanations that explicate or describe natural phenomena (inferences), Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. 8. Generate explanations that explicate or describe natural phenomena (inferences), Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Research examples that demonstrate the functional variety of proteins and construct an argument based on evidence for the importance of the molecular structure to its function. Plan and carry out a controlled investigation to test predictions about factors, which should cause an effect on the structure and function of a protein. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Chemical reactions in living things follow basic rules of chemistry and are usually regulated by enzymes. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. 8. Generate explanations that explicate or describe natural phenomena (inferences), Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Chemical reactions in living things follow basic rules of chemistry and are usually regulated by enzymes. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, Interactivity: Functioning of Enzymes Curriculum Standards: Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. 8. Generate explanations that explicate or describe natural phenomena (inferences), Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. 8. Generate explanations that explicate or describe natural phenomena (inferences), Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Research examples that demonstrate the functional variety of proteins and construct an argument based on evidence for the importance of the molecular structure to its function. Plan and carry out a controlled investigation to test predictions about factors, which should cause an effect on the structure and function of a protein. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Chemical reactions in living things follow basic rules of chemistry and are usually regulated by enzymes. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. 8. Generate explanations that explicate or describe natural phenomena (inferences), Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Chemical reactions in living things follow basic rules of chemistry and are usually regulated by enzymes. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, Spanish Workbook: Chemical Reactions and Enzymes Editable Presentation: Chemical Reactions and Enzymes Synthesize Simulation: Optimum Conditions for Enzymes Curriculum Standards: Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. 8. Generate explanations that explicate or describe natural phenomena (inferences), Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. 8. Generate explanations that explicate or describe natural phenomena (inferences), Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Research examples that demonstrate the functional variety of proteins and construct an argument based on evidence for the importance of the molecular structure to its function. Plan and carry out a controlled investigation to test predictions about factors, which should cause an effect on the structure and function of a protein. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Chemical reactions in living things follow basic rules of chemistry and are usually regulated by enzymes. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. 8. Generate explanations that explicate or describe natural phenomena (inferences), Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Chemical reactions in living things follow basic rules of chemistry and are usually regulated by enzymes. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, Exploration Lab: Temperature and Enzymes Curriculum Standards: Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Research examples that demonstrate the functional variety of proteins and construct an argument based on evidence for the importance of the molecular structure to its function. Plan and carry out a controlled investigation to test predictions about factors, which should cause an effect on the structure and function of a protein. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). Identify that carbohydrates, fats, proteins, and nucleic acids (macromolecules) are important for human organisms. Recognize that humans use proteins, carbohydrates, and fats. All living things are composed of four basic categories of macromolecules and share the same basic needs for life. 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). Analyze data using tools, technologies, and/or models in order to make valid and reliable scientific claims or determine an optimal design solution. 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Recognize that energy is stored in cells. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Chemical reactions in living things follow basic rules of chemistry and are usually regulated by enzymes. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). 5. Plan investigations, (Design and evaluate a scientific investigation). Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data and refine the design accordingly. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 10. Communicate results of scientific investigations, and 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. 11. Evaluate the merits of the explanations produced by others. 11. Evaluate the merits of the explanations produced by others. Evaluate evidence behind currently accepted explanations or solutions to determine the merits of arguments. Construct an explanation based on valid and reliable evidence obtained from a variety of sources (including students' own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Evaluate the validity and reliability of multiple claims, methods, and/or designs that appear in scientific and technical texts or media reports, verifying the data when possible. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). Identify that carbohydrates, fats, proteins, and nucleic acids (macromolecules) are important for human organisms. Recognize that humans use proteins, carbohydrates, and fats. All living things are composed of four basic categories of macromolecules and share the same basic needs for life. 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Recognize that energy is stored in cells. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Chemical reactions in living things follow basic rules of chemistry and are usually regulated by enzymes. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. 11. Evaluate the merits of the explanations produced by others. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Foundations Exploration Lab: Temperature and Enzymes Curriculum Standards: Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Research examples that demonstrate the functional variety of proteins and construct an argument based on evidence for the importance of the molecular structure to its function. Plan and carry out a controlled investigation to test predictions about factors, which should cause an effect on the structure and function of a protein. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). Identify that carbohydrates, fats, proteins, and nucleic acids (macromolecules) are important for human organisms. Recognize that humans use proteins, carbohydrates, and fats. All living things are composed of four basic categories of macromolecules and share the same basic needs for life. 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). Analyze data using tools, technologies, and/or models in order to make valid and reliable scientific claims or determine an optimal design solution. 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Recognize that energy is stored in cells. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Chemical reactions in living things follow basic rules of chemistry and are usually regulated by enzymes. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). 5. Plan investigations, (Design and evaluate a scientific investigation). Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data and refine the design accordingly. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 10. Communicate results of scientific investigations, and 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. 11. Evaluate the merits of the explanations produced by others. 11. Evaluate the merits of the explanations produced by others. Evaluate evidence behind currently accepted explanations or solutions to determine the merits of arguments. Construct an explanation based on valid and reliable evidence obtained from a variety of sources (including students' own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Evaluate the validity and reliability of multiple claims, methods, and/or designs that appear in scientific and technical texts or media reports, verifying the data when possible. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). Identify that carbohydrates, fats, proteins, and nucleic acids (macromolecules) are important for human organisms. Recognize that humans use proteins, carbohydrates, and fats. All living things are composed of four basic categories of macromolecules and share the same basic needs for life. 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Recognize that energy is stored in cells. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Chemical reactions in living things follow basic rules of chemistry and are usually regulated by enzymes. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. 11. Evaluate the merits of the explanations produced by others. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Demonstrate eText: Lesson Review: Chemical Reactions and Enzymes Curriculum Standards: Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Research examples that demonstrate the functional variety of proteins and construct an argument based on evidence for the importance of the molecular structure to its function. Plan and carry out a controlled investigation to test predictions about factors, which should cause an effect on the structure and function of a protein. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Chemical reactions in living things follow basic rules of chemistry and are usually regulated by enzymes. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Chemical reactions in living things follow basic rules of chemistry and are usually regulated by enzymes. Quiz Review: Chemical Reactions and Enzymes Curriculum Standards: Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Research examples that demonstrate the functional variety of proteins and construct an argument based on evidence for the importance of the molecular structure to its function. Plan and carry out a controlled investigation to test predictions about factors, which should cause an effect on the structure and function of a protein. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Chemical reactions in living things follow basic rules of chemistry and are usually regulated by enzymes. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Chemical reactions in living things follow basic rules of chemistry and are usually regulated by enzymes. Editable Quiz: Chemical Reactions and Enzymes Curriculum Standards: Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Research examples that demonstrate the functional variety of proteins and construct an argument based on evidence for the importance of the molecular structure to its function. Plan and carry out a controlled investigation to test predictions about factors, which should cause an effect on the structure and function of a protein. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Chemical reactions in living things follow basic rules of chemistry and are usually regulated by enzymes. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Chemical reactions in living things follow basic rules of chemistry and are usually regulated by enzymes. Quiz: Chemical Reactions and Enzymes Curriculum Standards: Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Research examples that demonstrate the functional variety of proteins and construct an argument based on evidence for the importance of the molecular structure to its function. Plan and carry out a controlled investigation to test predictions about factors, which should cause an effect on the structure and function of a protein. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Chemical reactions in living things follow basic rules of chemistry and are usually regulated by enzymes. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Chemical reactions in living things follow basic rules of chemistry and are usually regulated by enzymes. Chapter Close: The Chemistry of Life eText: Case Study Wrap-Up: Something Is Missing. But What? Curriculum Standards: Describe common human health issues. Recognize common human health issues. Describe common human health issues. Recognize common human health issues. Career Video: Food Scientist eText: Chapter 2 Study Guide Curriculum Standards: Research examples that demonstrate the functional variety of proteins and construct an argument based on evidence for the importance of the molecular structure to its function. Plan and carry out a controlled investigation to test predictions about factors, which should cause an effect on the structure and function of a protein. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. DNA stores and transmits genetic information. Genes are sets of instructions encoded in the structure of DNA. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Chemical reactions in living things follow basic rules of chemistry and are usually regulated by enzymes. Identify that carbohydrates, fats, proteins, and nucleic acids (macromolecules) are important for human organisms. All living things are composed of four basic categories of macromolecules and share the same basic needs for life. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. DNA stores and transmits genetic information. Genes are sets of instructions encoded in the structure of DNA. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Chemical reactions in living things follow basic rules of chemistry and are usually regulated by enzymes. Identify that carbohydrates, fats, proteins, and nucleic acids (macromolecules) are important for human organisms. All living things are composed of four basic categories of macromolecules and share the same basic needs for life. eText: Performance-Based-Assessment: Harnessing the Fear of Water Curriculum Standards: Discuss the special properties of water that contribute to Earth's suitability as an environment for life: cohesive behavior, ability to moderate temperature, expansion upon freezing, and versatility as a solvent. The abundance of liquid water on Earth's surface and its unique combination of physical and chemical properties are central to the planet's dynamics. These properties include water's exceptional capacity to absorb, store, and release large amounts of energy, transmit sunlight, expand upon freezing, dissolve and transport materials, and lower the viscosities and melting points of rocks. (HS-ESS2-5) Discuss the special properties of water that contribute to Earth's suitability as an environment for life: cohesive behavior, ability to moderate temperature, expansion upon freezing, and versatility as a solvent. Identify that special properties of water, such as the ability to moderate temperature and dissolve substances, help to sustain living things on Earth. Identify the important role of water in sustaining life of plants and animals. 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). Identify sources of information and assess their reliability according to the strict standards of scientific investigation. Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). Obtain, evaluate, and communicate information on how molecular biotechnology may be used in a variety of fields. Analyze data using tools, technologies, and/or models in order to make valid and reliable scientific claims or determine an optimal design solution. 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, 3. Examine books and other sources of information to see what is already known, Analyze through research the cycling of matter in our biosphere and explain how biogeochemical cycles are critical for ecosystem function. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). 5. Plan investigations, (Design and evaluate a scientific investigation). Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data and refine the design accordingly. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 10. Communicate results of scientific investigations, and 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. 11. Evaluate the merits of the explanations produced by others. 11. Evaluate the merits of the explanations produced by others. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. Identify a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Identify a scientific question 2. Examine reliable sources of information to identify what is already known 3. Develop a possible explanation (hypothesis) 4. Plan and carry out an experiment 5. Gather data based on measurement and observations 6. Evaluate the data 7. Use the data to support reasonable explanations, inferences, and conclusions. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. Evaluate evidence behind currently accepted explanations or solutions to determine the merits of arguments. Construct an explanation based on valid and reliable evidence obtained from a variety of sources (including students' own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Evaluate the validity and reliability of multiple claims, methods, and/or designs that appear in scientific and technical texts or media reports, verifying the data when possible. Discuss the special properties of water that contribute to Earth's suitability as an environment for life: cohesive behavior, ability to moderate temperature, expansion upon freezing, and versatility as a solvent. Identify that special properties of water, such as the ability to moderate temperature and dissolve substances, help to sustain living things on Earth. Identify the important role of water in sustaining life of plants and animals. 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. 11. Evaluate the merits of the explanations produced by others. Identify a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Identify a scientific question 2. Examine reliable sources of information to identify what is already known 3. Develop a possible explanation (hypothesis) 4. Plan and carry out an experiment 5. Gather data based on measurement and observations 6. Evaluate the data 7. Use the data to support reasonable explanations, inferences, and conclusions. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. eText: Chapter 2 Assessment Curriculum Standards: Research examples that demonstrate the functional variety of proteins and construct an argument based on evidence for the importance of the molecular structure to its function. Plan and carry out a controlled investigation to test predictions about factors, which should cause an effect on the structure and function of a protein. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. DNA stores and transmits genetic information. Genes are sets of instructions encoded in the structure of DNA. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Chemical reactions in living things follow basic rules of chemistry and are usually regulated by enzymes. Identify that carbohydrates, fats, proteins, and nucleic acids (macromolecules) are important for human organisms. All living things are composed of four basic categories of macromolecules and share the same basic needs for life. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. DNA stores and transmits genetic information. Genes are sets of instructions encoded in the structure of DNA. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Chemical reactions in living things follow basic rules of chemistry and are usually regulated by enzymes. Identify that carbohydrates, fats, proteins, and nucleic acids (macromolecules) are important for human organisms. All living things are composed of four basic categories of macromolecules and share the same basic needs for life. Test Review: The Chemistry of Life Curriculum Standards: Research examples that demonstrate the functional variety of proteins and construct an argument based on evidence for the importance of the molecular structure to its function. Plan and carry out a controlled investigation to test predictions about factors, which should cause an effect on the structure and function of a protein. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. DNA stores and transmits genetic information. Genes are sets of instructions encoded in the structure of DNA. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Chemical reactions in living things follow basic rules of chemistry and are usually regulated by enzymes. Identify that carbohydrates, fats, proteins, and nucleic acids (macromolecules) are important for human organisms. All living things are composed of four basic categories of macromolecules and share the same basic needs for life. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. DNA stores and transmits genetic information. Genes are sets of instructions encoded in the structure of DNA. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Chemical reactions in living things follow basic rules of chemistry and are usually regulated by enzymes. Identify that carbohydrates, fats, proteins, and nucleic acids (macromolecules) are important for human organisms. All living things are composed of four basic categories of macromolecules and share the same basic needs for life. Editable Test: The Chemistry of Life Curriculum Standards: Research examples that demonstrate the functional variety of proteins and construct an argument based on evidence for the importance of the molecular structure to its function. Plan and carry out a controlled investigation to test predictions about factors, which should cause an effect on the structure and function of a protein. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. DNA stores and transmits genetic information. Genes are sets of instructions encoded in the structure of DNA. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Chemical reactions in living things follow basic rules of chemistry and are usually regulated by enzymes. Identify that carbohydrates, fats, proteins, and nucleic acids (macromolecules) are important for human organisms. All living things are composed of four basic categories of macromolecules and share the same basic needs for life. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. DNA stores and transmits genetic information. Genes are sets of instructions encoded in the structure of DNA. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Chemical reactions in living things follow basic rules of chemistry and are usually regulated by enzymes. Identify that carbohydrates, fats, proteins, and nucleic acids (macromolecules) are important for human organisms. All living things are composed of four basic categories of macromolecules and share the same basic needs for life. Test: The Chemistry of Life Curriculum Standards: Research examples that demonstrate the functional variety of proteins and construct an argument based on evidence for the importance of the molecular structure to its function. Plan and carry out a controlled investigation to test predictions about factors, which should cause an effect on the structure and function of a protein. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. DNA stores and transmits genetic information. Genes are sets of instructions encoded in the structure of DNA. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Chemical reactions in living things follow basic rules of chemistry and are usually regulated by enzymes. Identify that carbohydrates, fats, proteins, and nucleic acids (macromolecules) are important for human organisms. All living things are composed of four basic categories of macromolecules and share the same basic needs for life. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. DNA stores and transmits genetic information. Genes are sets of instructions encoded in the structure of DNA. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Chemical reactions in living things follow basic rules of chemistry and are usually regulated by enzymes. Identify that carbohydrates, fats, proteins, and nucleic acids (macromolecules) are important for human organisms. All living things are composed of four basic categories of macromolecules and share the same basic needs for life. eText: FL End-of-Course Test Practice: The Chemistry of Life Curriculum Standards: Cells have characteristic structures and functions that make them distinctive. Identify that all living things are made of cells and cells function in similar ways (cell theory). Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Evaluate comparative models of various cell types with a focus on organic molecules that make up cellular structures. DNA stores and transmits genetic information. Genes are sets of instructions encoded in the structure of DNA. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Research examples that demonstrate the functional variety of proteins and construct an argument based on evidence for the importance of the molecular structure to its function. Plan and carry out a controlled investigation to test predictions about factors, which should cause an effect on the structure and function of a protein. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Chemical reactions in living things follow basic rules of chemistry and are usually regulated by enzymes. Match parts of common living things to their functions. Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Identify the major parts of plant and animal cells, including the cell membrane, nucleus, and cytoplasm, and their basic functions. Cells have characteristic structures and functions that make them distinctive. Identify that all living things are made of cells and cells function in similar ways (cell theory). Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. DNA stores and transmits genetic information. Genes are sets of instructions encoded in the structure of DNA. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Chemical reactions in living things follow basic rules of chemistry and are usually regulated by enzymes. Match parts of common living things to their functions. Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Identify the major parts of plant and animal cells, including the cell membrane, nucleus, and cytoplasm, and their basic functions. Editable FL EOC Test: The Chemistry of Life Curriculum Standards: Cells have characteristic structures and functions that make them distinctive. Identify that all living things are made of cells and cells function in similar ways (cell theory). Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Evaluate comparative models of various cell types with a focus on organic molecules that make up cellular structures. DNA stores and transmits genetic information. Genes are sets of instructions encoded in the structure of DNA. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Research examples that demonstrate the functional variety of proteins and construct an argument based on evidence for the importance of the molecular structure to its function. Plan and carry out a controlled investigation to test predictions about factors, which should cause an effect on the structure and function of a protein. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Chemical reactions in living things follow basic rules of chemistry and are usually regulated by enzymes. Match parts of common living things to their functions. Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Identify the major parts of plant and animal cells, including the cell membrane, nucleus, and cytoplasm, and their basic functions. Cells have characteristic structures and functions that make them distinctive. Identify that all living things are made of cells and cells function in similar ways (cell theory). Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. DNA stores and transmits genetic information. Genes are sets of instructions encoded in the structure of DNA. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Chemical reactions in living things follow basic rules of chemistry and are usually regulated by enzymes. Match parts of common living things to their functions. Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Identify the major parts of plant and animal cells, including the cell membrane, nucleus, and cytoplasm, and their basic functions. FL End-of-Course Test Practice: The Chemistry of Life Curriculum Standards: Cells have characteristic structures and functions that make them distinctive. Identify that all living things are made of cells and cells function in similar ways (cell theory). Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Evaluate comparative models of various cell types with a focus on organic molecules that make up cellular structures. DNA stores and transmits genetic information. Genes are sets of instructions encoded in the structure of DNA. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Research examples that demonstrate the functional variety of proteins and construct an argument based on evidence for the importance of the molecular structure to its function. Plan and carry out a controlled investigation to test predictions about factors, which should cause an effect on the structure and function of a protein. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Chemical reactions in living things follow basic rules of chemistry and are usually regulated by enzymes. Match parts of common living things to their functions. Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Identify the major parts of plant and animal cells, including the cell membrane, nucleus, and cytoplasm, and their basic functions. Cells have characteristic structures and functions that make them distinctive. Identify that all living things are made of cells and cells function in similar ways (cell theory). Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. DNA stores and transmits genetic information. Genes are sets of instructions encoded in the structure of DNA. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Chemical reactions in living things follow basic rules of chemistry and are usually regulated by enzymes. Match parts of common living things to their functions. Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Identify the major parts of plant and animal cells, including the cell membrane, nucleus, and cytoplasm, and their basic functions. Enrichment: The Chemistry of Life HHMI Enrichment Video: Got Lactase? The Co-evolution of Genes and Culture - Part 1 HHMI Enrichment Video: Got Lactase? The Co-evolution of Genes and Culture - Part 2 HHMI Enrichment Video: Got Lactase? Student Quiz HHMI Enrichment Activity: Got Lactase? Blood Glucose Data Analysis Chapter 3: The Biosphere Chapter Opener: The Biosphere eText: The Biosphere Curriculum Standards: Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Recognize possible changes in an ecosystem (biodiversity) that can result from natural catastrophic events, changes in climate, and human activity. Recognize changes in living things (biodiversity) that can result from natural catastrophic events and human activity. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). Identify sources of information and assess their reliability according to the strict standards of scientific investigation. Identify sources of information and assess their reliability according to the strict standards of scientific investigation. Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. (secondary to HS-LS2-7), (HS-LS4-6) 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). Describe changes in ecosystems resulting from seasonal variations, climate change and succession. Describe changes in ecosystems resulting from seasonal variations, climate change and succession. Obtain, evaluate, and communicate information on how molecular biotechnology may be used in a variety of fields. Recognize the importance of clean water for living things. Analyze data using tools, technologies, and/or models in order to make valid and reliable scientific claims or determine an optimal design solution. 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, 3. Examine books and other sources of information to see what is already known, Analyze through research the cycling of matter in our biosphere and explain how biogeochemical cycles are critical for ecosystem function. Ecosystems have carrying capacities, which are limits to the numbers of organisms and populations they can support. These limits result from such factors as the availability of living and nonliving resources and from such challenges such as predation, competition, and disease. Organisms would have the capacity to produce populations of great size were it not for the fact that environments and resources are finite. This fundamental tension affects the abundance (number of individuals) of species in any given ecosystem. (HS-LS2- 1),(HS-LS2-2) The distribution and abundance of organisms is determined by the interactions between organisms, and between organisms and the non-living environment. Recognize common living things in bodies of water. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Moreover, anthropogenic changes (induced by human activity) in the environment—including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change—can disrupt an ecosystem and threaten the survival of some species. (HS-LS2-7) Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). 5. Plan investigations, (Design and evaluate a scientific investigation). Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data and refine the design accordingly. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Describe how scientific inferences are drawn from scientific observations and provide examples from the content being studied. Describe how scientific inferences are drawn from scientific observations and provide examples from the content being studied. 10. Communicate results of scientific investigations, and 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. Recognize that living things in oceans and fresh water are affected by the location, availability of light, depth of the water, and temperature. Recognize that living things in bodies of water are affected by the location and depth of the water. Biodiversity is increased by the formation of new species (speciation) and decreased by the loss of species (extinction). (secondary to HS-LS2-7) 11. Evaluate the merits of the explanations produced by others. 11. Evaluate the merits of the explanations produced by others. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. Identify a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Identify a scientific question 2. Examine reliable sources of information to identify what is already known 3. Develop a possible explanation (hypothesis) 4. Plan and carry out an experiment 5. Gather data based on measurement and observations 6. Evaluate the data 7. Use the data to support reasonable explanations, inferences, and conclusions. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. a. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. a. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. Determine the central ideas or conclusions of a text; trace the text???s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text. Determine the central ideas or conclusions of a text; trace the text's explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from or supports the argument presented. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). e. Provide a concluding statement or section that follows from or supports the argument presented. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers. d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers. Evaluate evidence behind currently accepted explanations or solutions to determine the merits of arguments. b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience???s knowledge of the topic. b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience' knowledge of the topic. Construct an explanation based on valid and reliable evidence obtained from a variety of sources (including students' own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that clean water and air are important for supporting life in an ecosystem. Recognize examples of mutual relationships between people and other living things. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Evaluate the validity and reliability of multiple claims, methods, and/or designs that appear in scientific and technical texts or media reports, verifying the data when possible. Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Recognize possible changes in an ecosystem (biodiversity) that can result from natural catastrophic events, changes in climate, and human activity. Recognize changes in living things (biodiversity) that can result from natural catastrophic events and human activity. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). Describe changes in ecosystems resulting from seasonal variations, climate change and succession. Recognize the importance of clean water for living things. 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, The distribution and abundance of organisms is determined by the interactions between organisms, and between organisms and the non-living environment. Recognize common living things in bodies of water. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Describe how scientific inferences are drawn from scientific observations and provide examples from the content being studied. 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. Recognize that living things in oceans and fresh water are affected by the location, availability of light, depth of the water, and temperature. Recognize that living things in bodies of water are affected by the location and depth of the water. 11. Evaluate the merits of the explanations produced by others. Identify a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Identify a scientific question 2. Examine reliable sources of information to identify what is already known 3. Develop a possible explanation (hypothesis) 4. Plan and carry out an experiment 5. Gather data based on measurement and observations 6. Evaluate the data 7. Use the data to support reasonable explanations, inferences, and conclusions. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. a. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. Determine the central ideas or conclusions of a text; trace the text_?_s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from or supports the argument presented. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers. b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience_?_s knowledge of the topic. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that clean water and air are important for supporting life in an ecosystem. Recognize examples of mutual relationships between people and other living things. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Biology Foundations: The Biosphere Curriculum Standards: Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Recognize possible changes in an ecosystem (biodiversity) that can result from natural catastrophic events, changes in climate, and human activity. Recognize changes in living things (biodiversity) that can result from natural catastrophic events and human activity. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). Identify sources of information and assess their reliability according to the strict standards of scientific investigation. Identify sources of information and assess their reliability according to the strict standards of scientific investigation. Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. (secondary to HS-LS2-7), (HS-LS4-6) 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). Describe changes in ecosystems resulting from seasonal variations, climate change and succession. Describe changes in ecosystems resulting from seasonal variations, climate change and succession. Obtain, evaluate, and communicate information on how molecular biotechnology may be used in a variety of fields. Analyze data using tools, technologies, and/or models in order to make valid and reliable scientific claims or determine an optimal design solution. 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, 3. Examine books and other sources of information to see what is already known, Analyze through research the cycling of matter in our biosphere and explain how biogeochemical cycles are critical for ecosystem function. Ecosystems have carrying capacities, which are limits to the numbers of organisms and populations they can support. These limits result from such factors as the availability of living and nonliving resources and from such challenges such as predation, competition, and disease. Organisms would have the capacity to produce populations of great size were it not for the fact that environments and resources are finite. This fundamental tension affects the abundance (number of individuals) of species in any given ecosystem. (HS-LS2- 1),(HS-LS2-2) The distribution and abundance of organisms is determined by the interactions between organisms, and between organisms and the non-living environment. Recognize common living things in bodies of water. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Moreover, anthropogenic changes (induced by human activity) in the environment—including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change—can disrupt an ecosystem and threaten the survival of some species. (HS-LS2-7) Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). 5. Plan investigations, (Design and evaluate a scientific investigation). Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data and refine the design accordingly. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Describe how scientific inferences are drawn from scientific observations and provide examples from the content being studied. Describe how scientific inferences are drawn from scientific observations and provide examples from the content being studied. 10. Communicate results of scientific investigations, and 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. Recognize that living things in oceans and fresh water are affected by the location, availability of light, depth of the water, and temperature. Recognize that living things in bodies of water are affected by the location and depth of the water. Biodiversity is increased by the formation of new species (speciation) and decreased by the loss of species (extinction). (secondary to HS-LS2-7) 11. Evaluate the merits of the explanations produced by others. 11. Evaluate the merits of the explanations produced by others. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. Identify a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Identify a scientific question 2. Examine reliable sources of information to identify what is already known 3. Develop a possible explanation (hypothesis) 4. Plan and carry out an experiment 5. Gather data based on measurement and observations 6. Evaluate the data 7. Use the data to support reasonable explanations, inferences, and conclusions. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. a. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. a. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. Determine the central ideas or conclusions of a text; trace the text???s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text. Determine the central ideas or conclusions of a text; trace the text's explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from or supports the argument presented. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). e. Provide a concluding statement or section that follows from or supports the argument presented. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers. d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers. Evaluate evidence behind currently accepted explanations or solutions to determine the merits of arguments. b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience???s knowledge of the topic. b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience' knowledge of the topic. Construct an explanation based on valid and reliable evidence obtained from a variety of sources (including students' own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that clean water and air are important for supporting life in an ecosystem. Recognize examples of mutual relationships between people and other living things. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Evaluate the validity and reliability of multiple claims, methods, and/or designs that appear in scientific and technical texts or media reports, verifying the data when possible. Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Recognize possible changes in an ecosystem (biodiversity) that can result from natural catastrophic events, changes in climate, and human activity. Recognize changes in living things (biodiversity) that can result from natural catastrophic events and human activity. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). Describe changes in ecosystems resulting from seasonal variations, climate change and succession. 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, The distribution and abundance of organisms is determined by the interactions between organisms, and between organisms and the non-living environment. Recognize common living things in bodies of water. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Describe how scientific inferences are drawn from scientific observations and provide examples from the content being studied. 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. Recognize that living things in oceans and fresh water are affected by the location, availability of light, depth of the water, and temperature. Recognize that living things in bodies of water are affected by the location and depth of the water. 11. Evaluate the merits of the explanations produced by others. Identify a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Identify a scientific question 2. Examine reliable sources of information to identify what is already known 3. Develop a possible explanation (hypothesis) 4. Plan and carry out an experiment 5. Gather data based on measurement and observations 6. Evaluate the data 7. Use the data to support reasonable explanations, inferences, and conclusions. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. a. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. Determine the central ideas or conclusions of a text; trace the text_?_s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from or supports the argument presented. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers. b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience_?_s knowledge of the topic. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that clean water and air are important for supporting life in an ecosystem. Recognize examples of mutual relationships between people and other living things. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Lesson 1: Introduction to Global Systems Connect Video: Counting Wild Animals Investigate eText: Introduction to Global Systems Interactivity: Global Systems Curriculum Standards: Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. In multicellular organisms, individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. (HS-LS1-4) Most multicellular organisms are composed of organ systems whose structures reflect their particular function. Recognize that small parts of a living thing can work together. Multicellular organisms have a hierarchical structural organization, in which any one system is made up of numerous parts and is itself a component of the next level. (HS-LS1-2) Most multicellular organisms are composed of organ systems whose structures reflect their particular function. Recognize that small parts of a living thing can work together. Spanish Workbook: What Is Ecology? Editable Presentation: Introduction to Global Systems Synthesize Science Skills Activity: Factors Affecting Growth Curriculum Standards: Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Recognize the importance of clean water for living things. Ecosystems have carrying capacities, which are limits to the numbers of organisms and populations they can support. These limits result from such factors as the availability of living and nonliving resources and from such challenges such as predation, competition, and disease. Organisms would have the capacity to produce populations of great size were it not for the fact that environments and resources are finite. This fundamental tension affects the abundance (number of individuals) of species in any given ecosystem. (HS-LS2- 1),(HS-LS2-2) The distribution and abundance of organisms is determined by the interactions between organisms, and between organisms and the non-living environment. Recognize common living things in bodies of water. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 7. Pose answers, explanations, or descriptions of events, Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 7. Pose answers, explanations, or descriptions of events, Recognize that living things in oceans and fresh water are affected by the location, availability of light, depth of the water, and temperature. Recognize that living things in bodies of water are affected by the location and depth of the water. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Recognize the importance of clean water for living things. The distribution and abundance of organisms is determined by the interactions between organisms, and between organisms and the non-living environment. Recognize common living things in bodies of water. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 7. Pose answers, explanations, or descriptions of events, Recognize that living things in oceans and fresh water are affected by the location, availability of light, depth of the water, and temperature. Recognize that living things in bodies of water are affected by the location and depth of the water. Science Skills Worksheet: Factors Affecting Growth Curriculum Standards: Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Recognize the importance of clean water for living things. Ecosystems have carrying capacities, which are limits to the numbers of organisms and populations they can support. These limits result from such factors as the availability of living and nonliving resources and from such challenges such as predation, competition, and disease. Organisms would have the capacity to produce populations of great size were it not for the fact that environments and resources are finite. This fundamental tension affects the abundance (number of individuals) of species in any given ecosystem. (HS-LS2- 1),(HS-LS2-2) The distribution and abundance of organisms is determined by the interactions between organisms, and between organisms and the non-living environment. Recognize common living things in bodies of water. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 7. Pose answers, explanations, or descriptions of events, Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 7. Pose answers, explanations, or descriptions of events, Recognize that living things in oceans and fresh water are affected by the location, availability of light, depth of the water, and temperature. Recognize that living things in bodies of water are affected by the location and depth of the water. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Recognize the importance of clean water for living things. The distribution and abundance of organisms is determined by the interactions between organisms, and between organisms and the non-living environment. Recognize common living things in bodies of water. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 7. Pose answers, explanations, or descriptions of events, Recognize that living things in oceans and fresh water are affected by the location, availability of light, depth of the water, and temperature. Recognize that living things in bodies of water are affected by the location and depth of the water. In Your Neighborhood Lab: Abiotic Factors and Plant Selection Curriculum Standards: 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). Analyze data using tools, technologies, and/or models in order to make valid and reliable scientific claims or determine an optimal design solution. 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). 5. Plan investigations, (Design and evaluate a scientific investigation). Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data and refine the design accordingly. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 10. Communicate results of scientific investigations, and 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. 11. Evaluate the merits of the explanations produced by others. 11. Evaluate the merits of the explanations produced by others. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. Identify a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Identify a scientific question 2. Examine reliable sources of information to identify what is already known 3. Develop a possible explanation (hypothesis) 4. Plan and carry out an experiment 5. Gather data based on measurement and observations 6. Evaluate the data 7. Use the data to support reasonable explanations, inferences, and conclusions. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. Evaluate evidence behind currently accepted explanations or solutions to determine the merits of arguments. Construct an explanation based on valid and reliable evidence obtained from a variety of sources (including students' own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Evaluate the validity and reliability of multiple claims, methods, and/or designs that appear in scientific and technical texts or media reports, verifying the data when possible. 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. 11. Evaluate the merits of the explanations produced by others. Identify a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Identify a scientific question 2. Examine reliable sources of information to identify what is already known 3. Develop a possible explanation (hypothesis) 4. Plan and carry out an experiment 5. Gather data based on measurement and observations 6. Evaluate the data 7. Use the data to support reasonable explanations, inferences, and conclusions. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Foundations In Your Neighborhood Lab: Abiotic Factors and Plant Selection Curriculum Standards: 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). Analyze data using tools, technologies, and/or models in order to make valid and reliable scientific claims or determine an optimal design solution. 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). 5. Plan investigations, (Design and evaluate a scientific investigation). Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data and refine the design accordingly. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 10. Communicate results of scientific investigations, and 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. 11. Evaluate the merits of the explanations produced by others. 11. Evaluate the merits of the explanations produced by others. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. Identify a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Identify a scientific question 2. Examine reliable sources of information to identify what is already known 3. Develop a possible explanation (hypothesis) 4. Plan and carry out an experiment 5. Gather data based on measurement and observations 6. Evaluate the data 7. Use the data to support reasonable explanations, inferences, and conclusions. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. Evaluate evidence behind currently accepted explanations or solutions to determine the merits of arguments. Construct an explanation based on valid and reliable evidence obtained from a variety of sources (including students' own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Evaluate the validity and reliability of multiple claims, methods, and/or designs that appear in scientific and technical texts or media reports, verifying the data when possible. 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. 11. Evaluate the merits of the explanations produced by others. Identify a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Identify a scientific question 2. Examine reliable sources of information to identify what is already known 3. Develop a possible explanation (hypothesis) 4. Plan and carry out an experiment 5. Gather data based on measurement and observations 6. Evaluate the data 7. Use the data to support reasonable explanations, inferences, and conclusions. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Demonstrate eText: Lesson Review: Introduction to Global Systems Curriculum Standards: Analyze mathematical and/or computational representations of population data that support explanations of factors that affect population size and carrying capacities of populations within an ecosystem. Examine a representative ecosystem and, based on interdependent relationships present, predict population size effects due to a given disturbance. Analyze geoscience data and the results from global climate models to make an evidence-based forecast of the current rate of global or regional climate change and associated future impacts to Earth systems. Quiz Review: Introduction to Global Systems Curriculum Standards: Analyze mathematical and/or computational representations of population data that support explanations of factors that affect population size and carrying capacities of populations within an ecosystem. Examine a representative ecosystem and, based on interdependent relationships present, predict population size effects due to a given disturbance. Analyze geoscience data and the results from global climate models to make an evidence-based forecast of the current rate of global or regional climate change and associated future impacts to Earth systems. Editable Quiz: Introduction to Global Systems Curriculum Standards: Analyze mathematical and/or computational representations of population data that support explanations of factors that affect population size and carrying capacities of populations within an ecosystem. Examine a representative ecosystem and, based on interdependent relationships present, predict population size effects due to a given disturbance. Analyze geoscience data and the results from global climate models to make an evidence-based forecast of the current rate of global or regional climate change and associated future impacts to Earth systems. Quiz: Introduction to Global Systems Curriculum Standards: Analyze mathematical and/or computational representations of population data that support explanations of factors that affect population size and carrying capacities of populations within an ecosystem. Examine a representative ecosystem and, based on interdependent relationships present, predict population size effects due to a given disturbance. Analyze geoscience data and the results from global climate models to make an evidence-based forecast of the current rate of global or regional climate change and associated future impacts to Earth systems. Lesson 2: Climate, Weather, and Life Connect Video: Ever Changing Lake Investigate eText: Climate, Weather, and Life Curriculum Standards: Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Recognize possible changes in an ecosystem (biodiversity) that can result from natural catastrophic events, changes in climate, and human activity. Recognize changes in living things (biodiversity) that can result from natural catastrophic events and human activity. Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. (secondary to HS-LS2-7), (HS-LS4-6) Describe changes in ecosystems resulting from seasonal variations, climate change and succession. Describe changes in ecosystems resulting from seasonal variations, climate change and succession. Moreover, anthropogenic changes (induced by human activity) in the environment—including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change—can disrupt an ecosystem and threaten the survival of some species. (HS-LS2-7) Biodiversity is increased by the formation of new species (speciation) and decreased by the loss of species (extinction). (secondary to HS-LS2-7) Identify that clean water and air are important for supporting life in an ecosystem. Recognize examples of mutual relationships between people and other living things. Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Recognize possible changes in an ecosystem (biodiversity) that can result from natural catastrophic events, changes in climate, and human activity. Recognize changes in living things (biodiversity) that can result from natural catastrophic events and human activity. Describe changes in ecosystems resulting from seasonal variations, climate change and succession. Identify that clean water and air are important for supporting life in an ecosystem. Recognize examples of mutual relationships between people and other living things. Interactivity: Earth's Greenhouse Effect and Solar Energy Curriculum Standards: Discuss the special properties of water that contribute to Earth's suitability as an environment for life: cohesive behavior, ability to moderate temperature, expansion upon freezing, and versatility as a solvent. The abundance of liquid water on Earth's surface and its unique combination of physical and chemical properties are central to the planet's dynamics. These properties include water's exceptional capacity to absorb, store, and release large amounts of energy, transmit sunlight, expand upon freezing, dissolve and transport materials, and lower the viscosities and melting points of rocks. (HS-ESS2-5) Discuss the special properties of water that contribute to Earth's suitability as an environment for life: cohesive behavior, ability to moderate temperature, expansion upon freezing, and versatility as a solvent. Identify that special properties of water, such as the ability to moderate temperature and dissolve substances, help to sustain living things on Earth. Identify the important role of water in sustaining life of plants and animals. Discuss the special properties of water that contribute to Earth's suitability as an environment for life: cohesive behavior, ability to moderate temperature, expansion upon freezing, and versatility as a solvent. Identify that special properties of water, such as the ability to moderate temperature and dissolve substances, help to sustain living things on Earth. Identify the important role of water in sustaining life of plants and animals. Quick Lab: Why Do Different Earth Surfaces Have Different Temperatures? Curriculum Standards: Use a model to describe how variations in the flow of energy into and out of Earth's systems result in changes in climate. Spanish Workbook: Climate Editable Presentation: Climate, Weather, and Life Synthesize Interactive Video: El Niño Curriculum Standards: Discuss the special properties of water that contribute to Earth's suitability as an environment for life: cohesive behavior, ability to moderate temperature, expansion upon freezing, and versatility as a solvent. The abundance of liquid water on Earth's surface and its unique combination of physical and chemical properties are central to the planet's dynamics. These properties include water's exceptional capacity to absorb, store, and release large amounts of energy, transmit sunlight, expand upon freezing, dissolve and transport materials, and lower the viscosities and melting points of rocks. (HS-ESS2-5) Discuss the special properties of water that contribute to Earth's suitability as an environment for life: cohesive behavior, ability to moderate temperature, expansion upon freezing, and versatility as a solvent. Identify that special properties of water, such as the ability to moderate temperature and dissolve substances, help to sustain living things on Earth. Identify the important role of water in sustaining life of plants and animals. Discuss the special properties of water that contribute to Earth's suitability as an environment for life: cohesive behavior, ability to moderate temperature, expansion upon freezing, and versatility as a solvent. Identify that special properties of water, such as the ability to moderate temperature and dissolve substances, help to sustain living things on Earth. Identify the important role of water in sustaining life of plants and animals. Demonstrate eText: Lesson Review: Climate, Weather, and Life Curriculum Standards: The geological record shows that changes to global and regional climate can be caused by interactions among changes in the sun's energy output or Earth's orbit, tectonic events, ocean circulation, volcanic activity, glaciers, vegetation, and human activities. These changes can occur on a variety of time scales from sudden to intermediate (ice ages) to very long-term tectonic cycles. (HS-ESS2-4) Create a model tracking carbon atoms between inorganic and organic molecules in an ecosystem. Explain human impacts on climate based on this model. Changes in the atmosphere due to human activity have increased carbon dioxide concentrations and thus affect climate. (HS-ESS2-6) Current models predict that, although future regional climate changes will be complex and varied, average global temperatures will continue to rise. The outcomes predicted by global climate models strongly depend on the amounts of human-generated greenhouse gases added to the atmosphere each year and by the ways in which these gases are absorbed by the ocean and biosphere. (secondary to HS-ESS3-6) Quiz Review: Climate, Weather, and Life Curriculum Standards: The geological record shows that changes to global and regional climate can be caused by interactions among changes in the sun's energy output or Earth's orbit, tectonic events, ocean circulation, volcanic activity, glaciers, vegetation, and human activities. These changes can occur on a variety of time scales from sudden to intermediate (ice ages) to very long-term tectonic cycles. (HS-ESS2-4) Create a model tracking carbon atoms between inorganic and organic molecules in an ecosystem. Explain human impacts on climate based on this model. Changes in the atmosphere due to human activity have increased carbon dioxide concentrations and thus affect climate. (HS-ESS2-6) Current models predict that, although future regional climate changes will be complex and varied, average global temperatures will continue to rise. The outcomes predicted by global climate models strongly depend on the amounts of human-generated greenhouse gases added to the atmosphere each year and by the ways in which these gases are absorbed by the ocean and biosphere. (secondary to HS-ESS3-6) Editable Quiz: Climate, Weather, and Life Curriculum Standards: The geological record shows that changes to global and regional climate can be caused by interactions among changes in the sun's energy output or Earth's orbit, tectonic events, ocean circulation, volcanic activity, glaciers, vegetation, and human activities. These changes can occur on a variety of time scales from sudden to intermediate (ice ages) to very long-term tectonic cycles. (HS-ESS2-4) Create a model tracking carbon atoms between inorganic and organic molecules in an ecosystem. Explain human impacts on climate based on this model. Changes in the atmosphere due to human activity have increased carbon dioxide concentrations and thus affect climate. (HS-ESS2-6) Current models predict that, although future regional climate changes will be complex and varied, average global temperatures will continue to rise. The outcomes predicted by global climate models strongly depend on the amounts of human-generated greenhouse gases added to the atmosphere each year and by the ways in which these gases are absorbed by the ocean and biosphere. (secondary to HS-ESS3-6) Quiz: Climate, Weather, and Life Curriculum Standards: The geological record shows that changes to global and regional climate can be caused by interactions among changes in the sun's energy output or Earth's orbit, tectonic events, ocean circulation, volcanic activity, glaciers, vegetation, and human activities. These changes can occur on a variety of time scales from sudden to intermediate (ice ages) to very long-term tectonic cycles. (HS-ESS2-4) Create a model tracking carbon atoms between inorganic and organic molecules in an ecosystem. Explain human impacts on climate based on this model. Changes in the atmosphere due to human activity have increased carbon dioxide concentrations and thus affect climate. (HS-ESS2-6) Current models predict that, although future regional climate changes will be complex and varied, average global temperatures will continue to rise. The outcomes predicted by global climate models strongly depend on the amounts of human-generated greenhouse gases added to the atmosphere each year and by the ways in which these gases are absorbed by the ocean and biosphere. (secondary to HS-ESS3-6) Lesson 3: Biomes and Aquatic Ecosystems Connect Video: Alpine Tundra Investigate eText: Biomes and Aquatic Ecosystems Curriculum Standards: Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Recognize the importance of clean water for living things. Ecosystems have carrying capacities, which are limits to the numbers of organisms and populations they can support. These limits result from such factors as the availability of living and nonliving resources and from such challenges such as predation, competition, and disease. Organisms would have the capacity to produce populations of great size were it not for the fact that environments and resources are finite. This fundamental tension affects the abundance (number of individuals) of species in any given ecosystem. (HS-LS2- 1),(HS-LS2-2) The distribution and abundance of organisms is determined by the interactions between organisms, and between organisms and the non-living environment. Recognize common living things in bodies of water. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 7. Pose answers, explanations, or descriptions of events, Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 7. Pose answers, explanations, or descriptions of events, Recognize that living things in oceans and fresh water are affected by the location, availability of light, depth of the water, and temperature. Recognize that living things in bodies of water are affected by the location and depth of the water. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Recognize the importance of clean water for living things. The distribution and abundance of organisms is determined by the interactions between organisms, and between organisms and the non-living environment. Recognize common living things in bodies of water. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 7. Pose answers, explanations, or descriptions of events, Recognize that living things in oceans and fresh water are affected by the location, availability of light, depth of the water, and temperature. Recognize that living things in bodies of water are affected by the location and depth of the water. Analyzing Data: Which Biome? Curriculum Standards: Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Analyze mathematical and/or computational representations of population data that support explanations of factors that affect population size and carrying capacities of populations within an ecosystem. Examine a representative ecosystem and, based on interdependent relationships present, predict population size effects due to a given disturbance. Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Interactivity: Characteristics of Aquatic Ecosystems Curriculum Standards: Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Recognize the importance of clean water for living things. Ecosystems have carrying capacities, which are limits to the numbers of organisms and populations they can support. These limits result from such factors as the availability of living and nonliving resources and from such challenges such as predation, competition, and disease. Organisms would have the capacity to produce populations of great size were it not for the fact that environments and resources are finite. This fundamental tension affects the abundance (number of individuals) of species in any given ecosystem. (HS-LS2- 1),(HS-LS2-2) The distribution and abundance of organisms is determined by the interactions between organisms, and between organisms and the non-living environment. Recognize common living things in bodies of water. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 7. Pose answers, explanations, or descriptions of events, Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 7. Pose answers, explanations, or descriptions of events, Recognize that living things in oceans and fresh water are affected by the location, availability of light, depth of the water, and temperature. Recognize that living things in bodies of water are affected by the location and depth of the water. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Recognize the importance of clean water for living things. The distribution and abundance of organisms is determined by the interactions between organisms, and between organisms and the non-living environment. Recognize common living things in bodies of water. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 7. Pose answers, explanations, or descriptions of events, Recognize that living things in oceans and fresh water are affected by the location, availability of light, depth of the water, and temperature. Recognize that living things in bodies of water are affected by the location and depth of the water. Spanish Workbook: Biomes Spanish Workbook: Aquatic Ecosystems Editable Presentation: Biomes and Aquatic Ecosystems Synthesize Simulation: Where Organisms Live Demonstrate eText: Lesson Review: Biomes and Aquatic Ecosystems Curriculum Standards: Identify the contributions of non-living elements, such as carbon and oxygen, to maintaining life in an ecosystem. Identify the contributions of non-living elements, such as carbon and oxygen, to maintaining life in an ecosystem. Quiz Review: Biomes and Aquatic Ecosystems Curriculum Standards: Identify the contributions of non-living elements, such as carbon and oxygen, to maintaining life in an ecosystem. Identify the contributions of non-living elements, such as carbon and oxygen, to maintaining life in an ecosystem. Editable Quiz: Biomes and Aquatic Ecosystems Curriculum Standards: Identify the contributions of non-living elements, such as carbon and oxygen, to maintaining life in an ecosystem. Identify the contributions of non-living elements, such as carbon and oxygen, to maintaining life in an ecosystem. Quiz: Biomes and Aquatic Ecosystems Curriculum Standards: Identify the contributions of non-living elements, such as carbon and oxygen, to maintaining life in an ecosystem. Identify the contributions of non-living elements, such as carbon and oxygen, to maintaining life in an ecosystem. Chapter Close: The Biosphere eText: Case Study Wrap-Up: Can We Make a Working Model of Our Living Planet? Curriculum Standards: Describe how scientific inferences are drawn from scientific observations and provide examples from the content being studied. Describe how scientific inferences are drawn from scientific observations and provide examples from the content being studied. Describe how scientific inferences are drawn from scientific observations and provide examples from the content being studied. HHMI Career Video: Analyzing Patterns in the Savanna Landscape eText: Chapter 3 Study Guide Curriculum Standards: Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Recognize possible changes in an ecosystem (biodiversity) that can result from natural catastrophic events, changes in climate, and human activity. Recognize changes in living things (biodiversity) that can result from natural catastrophic events and human activity. 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). Identify sources of information and assess their reliability according to the strict standards of scientific investigation. Identify sources of information and assess their reliability according to the strict standards of scientific investigation. Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. (secondary to HS-LS2-7), (HS-LS4-6) 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). Obtain, evaluate, and communicate information on how molecular biotechnology may be used in a variety of fields. Analyze data using tools, technologies, and/or models in order to make valid and reliable scientific claims or determine an optimal design solution. 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, 3. Examine books and other sources of information to see what is already known, Analyze through research the cycling of matter in our biosphere and explain how biogeochemical cycles are critical for ecosystem function. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Moreover, anthropogenic changes (induced by human activity) in the environment—including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change—can disrupt an ecosystem and threaten the survival of some species. (HS-LS2-7) Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). 5. Plan investigations, (Design and evaluate a scientific investigation). Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data and refine the design accordingly. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Describe how scientific inferences are drawn from scientific observations and provide examples from the content being studied. Describe how scientific inferences are drawn from scientific observations and provide examples from the content being studied. 10. Communicate results of scientific investigations, and 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. Biodiversity is increased by the formation of new species (speciation) and decreased by the loss of species (extinction). (secondary to HS-LS2-7) 11. Evaluate the merits of the explanations produced by others. 11. Evaluate the merits of the explanations produced by others. Draw evidence from informational texts to support analysis, reflection, and research. Draw evidence from informational texts to support analysis, reflection, and research. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. Evaluate evidence behind currently accepted explanations or solutions to determine the merits of arguments. Construct an explanation based on valid and reliable evidence obtained from a variety of sources (including students' own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that clean water and air are important for supporting life in an ecosystem. Recognize examples of mutual relationships between people and other living things. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Evaluate the validity and reliability of multiple claims, methods, and/or designs that appear in scientific and technical texts or media reports, verifying the data when possible. Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Recognize possible changes in an ecosystem (biodiversity) that can result from natural catastrophic events, changes in climate, and human activity. Recognize changes in living things (biodiversity) that can result from natural catastrophic events and human activity. 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Describe how scientific inferences are drawn from scientific observations and provide examples from the content being studied. 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. 11. Evaluate the merits of the explanations produced by others. Draw evidence from informational texts to support analysis, reflection, and research. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that clean water and air are important for supporting life in an ecosystem. Recognize examples of mutual relationships between people and other living things. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. eText: Performance-Based-Assessment: Meet the Anthromes Curriculum Standards: Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Recognize possible changes in an ecosystem (biodiversity) that can result from natural catastrophic events, changes in climate, and human activity. Recognize changes in living things (biodiversity) that can result from natural catastrophic events and human activity. 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). Identify sources of information and assess their reliability according to the strict standards of scientific investigation. Identify sources of information and assess their reliability according to the strict standards of scientific investigation. Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. (secondary to HS-LS2-7), (HS-LS4-6) 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). Obtain, evaluate, and communicate information on how molecular biotechnology may be used in a variety of fields. Analyze data using tools, technologies, and/or models in order to make valid and reliable scientific claims or determine an optimal design solution. 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, 3. Examine books and other sources of information to see what is already known, Analyze through research the cycling of matter in our biosphere and explain how biogeochemical cycles are critical for ecosystem function. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Moreover, anthropogenic changes (induced by human activity) in the environment—including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change—can disrupt an ecosystem and threaten the survival of some species. (HS-LS2-7) Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). 5. Plan investigations, (Design and evaluate a scientific investigation). Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data and refine the design accordingly. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Describe how scientific inferences are drawn from scientific observations and provide examples from the content being studied. Describe how scientific inferences are drawn from scientific observations and provide examples from the content being studied. 10. Communicate results of scientific investigations, and 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. Biodiversity is increased by the formation of new species (speciation) and decreased by the loss of species (extinction). (secondary to HS-LS2-7) 11. Evaluate the merits of the explanations produced by others. 11. Evaluate the merits of the explanations produced by others. Draw evidence from informational texts to support analysis, reflection, and research. Draw evidence from informational texts to support analysis, reflection, and research. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. Evaluate evidence behind currently accepted explanations or solutions to determine the merits of arguments. Construct an explanation based on valid and reliable evidence obtained from a variety of sources (including students' own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that clean water and air are important for supporting life in an ecosystem. Recognize examples of mutual relationships between people and other living things. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Evaluate the validity and reliability of multiple claims, methods, and/or designs that appear in scientific and technical texts or media reports, verifying the data when possible. Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Recognize possible changes in an ecosystem (biodiversity) that can result from natural catastrophic events, changes in climate, and human activity. Recognize changes in living things (biodiversity) that can result from natural catastrophic events and human activity. 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Describe how scientific inferences are drawn from scientific observations and provide examples from the content being studied. 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. 11. Evaluate the merits of the explanations produced by others. Draw evidence from informational texts to support analysis, reflection, and research. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that clean water and air are important for supporting life in an ecosystem. Recognize examples of mutual relationships between people and other living things. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. eText: Chapter 3 Assessment Curriculum Standards: Recognize that organisms can interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at expense of the other (parasitism). Recognize actions that are harmful to living things. Identify the contributions of non-living elements, such as carbon and oxygen, to maintaining life in an ecosystem. Current models predict that, although future regional climate changes will be complex and varied, average global temperatures will continue to rise. The outcomes predicted by global climate models strongly depend on the amounts of human-generated greenhouse gases added to the atmosphere each year and by the ways in which these gases are absorbed by the ocean and biosphere. (secondary to HS-ESS3-6) Analyze mathematical and/or computational representations of population data that support explanations of factors that affect population size and carrying capacities of populations within an ecosystem. Examine a representative ecosystem and, based on interdependent relationships present, predict population size effects due to a given disturbance. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Recognize that living things in oceans and fresh water are affected by the location, availability of light, depth of the water, and temperature. Recognize that living things in bodies of water are affected by the location and depth of the water. Identify ecosystem services and assess the role of biodiversity in support of these services. Analyze the role human activities have on disruption of these services. Recognize that organisms can interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at expense of the other (parasitism). Recognize actions that are harmful to living things. Identify the contributions of non-living elements, such as carbon and oxygen, to maintaining life in an ecosystem. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Recognize that living things in oceans and fresh water are affected by the location, availability of light, depth of the water, and temperature. Recognize that living things in bodies of water are affected by the location and depth of the water. Test Review: The Biosphere Curriculum Standards: Recognize that organisms can interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at expense of the other (parasitism). Recognize actions that are harmful to living things. Identify the contributions of non-living elements, such as carbon and oxygen, to maintaining life in an ecosystem. Current models predict that, although future regional climate changes will be complex and varied, average global temperatures will continue to rise. The outcomes predicted by global climate models strongly depend on the amounts of human-generated greenhouse gases added to the atmosphere each year and by the ways in which these gases are absorbed by the ocean and biosphere. (secondary to HS-ESS3-6) Analyze mathematical and/or computational representations of population data that support explanations of factors that affect population size and carrying capacities of populations within an ecosystem. Examine a representative ecosystem and, based on interdependent relationships present, predict population size effects due to a given disturbance. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Recognize that living things in oceans and fresh water are affected by the location, availability of light, depth of the water, and temperature. Recognize that living things in bodies of water are affected by the location and depth of the water. Identify ecosystem services and assess the role of biodiversity in support of these services. Analyze the role human activities have on disruption of these services. Recognize that organisms can interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at expense of the other (parasitism). Recognize actions that are harmful to living things. Identify the contributions of non-living elements, such as carbon and oxygen, to maintaining life in an ecosystem. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Recognize that living things in oceans and fresh water are affected by the location, availability of light, depth of the water, and temperature. Recognize that living things in bodies of water are affected by the location and depth of the water. Editable Test: The Biosphere Curriculum Standards: Recognize that organisms can interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at expense of the other (parasitism). Recognize actions that are harmful to living things. Identify the contributions of non-living elements, such as carbon and oxygen, to maintaining life in an ecosystem. Current models predict that, although future regional climate changes will be complex and varied, average global temperatures will continue to rise. The outcomes predicted by global climate models strongly depend on the amounts of human-generated greenhouse gases added to the atmosphere each year and by the ways in which these gases are absorbed by the ocean and biosphere. (secondary to HS-ESS3-6) Analyze mathematical and/or computational representations of population data that support explanations of factors that affect population size and carrying capacities of populations within an ecosystem. Examine a representative ecosystem and, based on interdependent relationships present, predict population size effects due to a given disturbance. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Recognize that living things in oceans and fresh water are affected by the location, availability of light, depth of the water, and temperature. Recognize that living things in bodies of water are affected by the location and depth of the water. Identify ecosystem services and assess the role of biodiversity in support of these services. Analyze the role human activities have on disruption of these services. Recognize that organisms can interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at expense of the other (parasitism). Recognize actions that are harmful to living things. Identify the contributions of non-living elements, such as carbon and oxygen, to maintaining life in an ecosystem. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Recognize that living things in oceans and fresh water are affected by the location, availability of light, depth of the water, and temperature. Recognize that living things in bodies of water are affected by the location and depth of the water. Test: The Biosphere Curriculum Standards: Recognize that organisms can interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at expense of the other (parasitism). Recognize actions that are harmful to living things. Identify the contributions of non-living elements, such as carbon and oxygen, to maintaining life in an ecosystem. Current models predict that, although future regional climate changes will be complex and varied, average global temperatures will continue to rise. The outcomes predicted by global climate models strongly depend on the amounts of human-generated greenhouse gases added to the atmosphere each year and by the ways in which these gases are absorbed by the ocean and biosphere. (secondary to HS-ESS3-6) Analyze mathematical and/or computational representations of population data that support explanations of factors that affect population size and carrying capacities of populations within an ecosystem. Examine a representative ecosystem and, based on interdependent relationships present, predict population size effects due to a given disturbance. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Recognize that living things in oceans and fresh water are affected by the location, availability of light, depth of the water, and temperature. Recognize that living things in bodies of water are affected by the location and depth of the water. Identify ecosystem services and assess the role of biodiversity in support of these services. Analyze the role human activities have on disruption of these services. Recognize that organisms can interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at expense of the other (parasitism). Recognize actions that are harmful to living things. Identify the contributions of non-living elements, such as carbon and oxygen, to maintaining life in an ecosystem. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Recognize that living things in oceans and fresh water are affected by the location, availability of light, depth of the water, and temperature. Recognize that living things in bodies of water are affected by the location and depth of the water. eText: FL End-of-Course Test Practice: Biospheres Curriculum Standards: The geological record shows that changes to global and regional climate can be caused by interactions among changes in the sun's energy output or Earth's orbit, tectonic events, ocean circulation, volcanic activity, glaciers, vegetation, and human activities. These changes can occur on a variety of time scales from sudden to intermediate (ice ages) to very long-term tectonic cycles. (HS-ESS2-4) Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Describe changes in ecosystems resulting from seasonal variations, climate change and succession. Describe changes in ecosystems resulting from seasonal variations, climate change and succession. Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Moreover, anthropogenic changes (induced by human activity) in the environment—including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change—can disrupt an ecosystem and threaten the survival of some species. (HS-LS2-7) Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. (secondary to HS-LS2-7), (HS-LS4-6) Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Biodiversity is increased by the formation of new species (speciation) and decreased by the loss of species (extinction). (secondary to HS-LS2-7) Recognize possible changes in an ecosystem (biodiversity) that can result from natural catastrophic events, changes in climate, and human activity. Recognize changes in living things (biodiversity) that can result from natural catastrophic events and human activity. Analyze geoscience data and the results from global climate models to make an evidence-based forecast of the current rate of global or regional climate change and associated future impacts to Earth systems. Earth's systems, being dynamic and interacting, cause feedback effects that can increase or decrease the original changes. (HS-ESS2-1) Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem. A complex set of interactions within an ecosystem can keep its numbers and types of organisms relatively constant over long periods of time under stable conditions. If a modest biological or physical disturbance to an ecosystem occurs, it may return to its more or less original status, as opposed to becoming a very different ecosystem. Extreme fluctuations in conditions or the size of any population, however, can challenge the functioning of ecosystems in terms of resources and habitat availability. (HS-LS2-2),(HS-LS2-6) Current models predict that, although future regional climate changes will be complex and varied, average global temperatures will continue to rise. The outcomes predicted by global climate models strongly depend on the amounts of human-generated greenhouse gases added to the atmosphere each year and by the ways in which these gases are absorbed by the ocean and biosphere. (secondary to HS-ESS3-6) Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Describe changes in ecosystems resulting from seasonal variations, climate change and succession. Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Recognize possible changes in an ecosystem (biodiversity) that can result from natural catastrophic events, changes in climate, and human activity. Recognize changes in living things (biodiversity) that can result from natural catastrophic events and human activity. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Editable FL EOC Test: The Biosphere Curriculum Standards: The geological record shows that changes to global and regional climate can be caused by interactions among changes in the sun's energy output or Earth's orbit, tectonic events, ocean circulation, volcanic activity, glaciers, vegetation, and human activities. These changes can occur on a variety of time scales from sudden to intermediate (ice ages) to very long-term tectonic cycles. (HS-ESS2-4) Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Describe changes in ecosystems resulting from seasonal variations, climate change and succession. Describe changes in ecosystems resulting from seasonal variations, climate change and succession. Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Moreover, anthropogenic changes (induced by human activity) in the environment—including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change—can disrupt an ecosystem and threaten the survival of some species. (HS-LS2-7) Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. (secondary to HS-LS2-7), (HS-LS4-6) Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Biodiversity is increased by the formation of new species (speciation) and decreased by the loss of species (extinction). (secondary to HS-LS2-7) Recognize possible changes in an ecosystem (biodiversity) that can result from natural catastrophic events, changes in climate, and human activity. Recognize changes in living things (biodiversity) that can result from natural catastrophic events and human activity. Analyze geoscience data and the results from global climate models to make an evidence-based forecast of the current rate of global or regional climate change and associated future impacts to Earth systems. Earth's systems, being dynamic and interacting, cause feedback effects that can increase or decrease the original changes. (HS-ESS2-1) Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem. A complex set of interactions within an ecosystem can keep its numbers and types of organisms relatively constant over long periods of time under stable conditions. If a modest biological or physical disturbance to an ecosystem occurs, it may return to its more or less original status, as opposed to becoming a very different ecosystem. Extreme fluctuations in conditions or the size of any population, however, can challenge the functioning of ecosystems in terms of resources and habitat availability. (HS-LS2-2),(HS-LS2-6) Current models predict that, although future regional climate changes will be complex and varied, average global temperatures will continue to rise. The outcomes predicted by global climate models strongly depend on the amounts of human-generated greenhouse gases added to the atmosphere each year and by the ways in which these gases are absorbed by the ocean and biosphere. (secondary to HS-ESS3-6) Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Describe changes in ecosystems resulting from seasonal variations, climate change and succession. Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Recognize possible changes in an ecosystem (biodiversity) that can result from natural catastrophic events, changes in climate, and human activity. Recognize changes in living things (biodiversity) that can result from natural catastrophic events and human activity. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. FL End-of-Course Test Practice: The Biosphere Curriculum Standards: The geological record shows that changes to global and regional climate can be caused by interactions among changes in the sun's energy output or Earth's orbit, tectonic events, ocean circulation, volcanic activity, glaciers, vegetation, and human activities. These changes can occur on a variety of time scales from sudden to intermediate (ice ages) to very long-term tectonic cycles. (HS-ESS2-4) Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Describe changes in ecosystems resulting from seasonal variations, climate change and succession. Describe changes in ecosystems resulting from seasonal variations, climate change and succession. Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Moreover, anthropogenic changes (induced by human activity) in the environment—including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change—can disrupt an ecosystem and threaten the survival of some species. (HS-LS2-7) Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. (secondary to HS-LS2-7), (HS-LS4-6) Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Biodiversity is increased by the formation of new species (speciation) and decreased by the loss of species (extinction). (secondary to HS-LS2-7) Recognize possible changes in an ecosystem (biodiversity) that can result from natural catastrophic events, changes in climate, and human activity. Recognize changes in living things (biodiversity) that can result from natural catastrophic events and human activity. Analyze geoscience data and the results from global climate models to make an evidence-based forecast of the current rate of global or regional climate change and associated future impacts to Earth systems. Earth's systems, being dynamic and interacting, cause feedback effects that can increase or decrease the original changes. (HS-ESS2-1) Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem. A complex set of interactions within an ecosystem can keep its numbers and types of organisms relatively constant over long periods of time under stable conditions. If a modest biological or physical disturbance to an ecosystem occurs, it may return to its more or less original status, as opposed to becoming a very different ecosystem. Extreme fluctuations in conditions or the size of any population, however, can challenge the functioning of ecosystems in terms of resources and habitat availability. (HS-LS2-2),(HS-LS2-6) Current models predict that, although future regional climate changes will be complex and varied, average global temperatures will continue to rise. The outcomes predicted by global climate models strongly depend on the amounts of human-generated greenhouse gases added to the atmosphere each year and by the ways in which these gases are absorbed by the ocean and biosphere. (secondary to HS-ESS3-6) Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Describe changes in ecosystems resulting from seasonal variations, climate change and succession. Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Recognize possible changes in an ecosystem (biodiversity) that can result from natural catastrophic events, changes in climate, and human activity. Recognize changes in living things (biodiversity) that can result from natural catastrophic events and human activity. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Enrichment: The Biosphere HHMI Enrichment Video: The Guide: A Biologist in Gorongosa Part 1 HHMI Enrichment Video: The Guide: A Biologist in Gorongosa Part 2 HHMI Enrichment Video: The Guide: A Biologist in Gorongosa Part 3 HHMI Enrichment Video: A Biologist in Gorongosa Learning Assessment Chapter 4: Ecosystems Chapter Opener: Ecosystems eText: Ecosystems Curriculum Standards: Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Recognize possible changes in an ecosystem (biodiversity) that can result from natural catastrophic events, changes in climate, and human activity. Recognize changes in living things (biodiversity) that can result from natural catastrophic events and human activity. Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. (secondary to HS-LS2-7), (HS-LS4-6) Moreover, anthropogenic changes (induced by human activity) in the environment—including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change—can disrupt an ecosystem and threaten the survival of some species. (HS-LS2-7) Biodiversity is increased by the formation of new species (speciation) and decreased by the loss of species (extinction). (secondary to HS-LS2-7) Identify that clean water and air are important for supporting life in an ecosystem. Recognize examples of mutual relationships between people and other living things. Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Recognize possible changes in an ecosystem (biodiversity) that can result from natural catastrophic events, changes in climate, and human activity. Recognize changes in living things (biodiversity) that can result from natural catastrophic events and human activity. Identify that clean water and air are important for supporting life in an ecosystem. Recognize examples of mutual relationships between people and other living things. Biology Foundations: Ecosystems Curriculum Standards: Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Recognize possible changes in an ecosystem (biodiversity) that can result from natural catastrophic events, changes in climate, and human activity. Recognize changes in living things (biodiversity) that can result from natural catastrophic events and human activity. Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. (secondary to HS-LS2-7), (HS-LS4-6) Moreover, anthropogenic changes (induced by human activity) in the environment—including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change—can disrupt an ecosystem and threaten the survival of some species. (HS-LS2-7) Biodiversity is increased by the formation of new species (speciation) and decreased by the loss of species (extinction). (secondary to HS-LS2-7) Identify that clean water and air are important for supporting life in an ecosystem. Recognize examples of mutual relationships between people and other living things. Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Recognize possible changes in an ecosystem (biodiversity) that can result from natural catastrophic events, changes in climate, and human activity. Recognize changes in living things (biodiversity) that can result from natural catastrophic events and human activity. Identify that clean water and air are important for supporting life in an ecosystem. Recognize examples of mutual relationships between people and other living things. Lesson 1: Energy, Producers, and Consumers Connect Discussion Board: Producers and Consumers Investigate eText: Energy, Producers, and Consumers Curriculum Standards: Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Analyze the movement of matter and energy through the different biogeochemical cycles, including water and carbon. Analyze through research the cycling of matter in our biosphere and explain how biogeochemical cycles are critical for ecosystem function. Energy and nutrients move within and between biotic and abiotic components of ecosystems via physical, chemical and biological processes. Analyze the movement of matter and energy through the different biogeochemical cycles, including water and carbon. Plants or algae form the lowest level of the food web. At each link upward in a food web, only a small fraction of the matter consumed at the lower level is transferred upward, to produce growth and release energy in cellular respiration at the higher level. Given this inefficiency, there are generally fewer organisms at higher levels of a food web. Some matter reacts to release energy for life functions, some matter is stored in newly made structures, and much is discarded. The chemical elements that make up the molecules of organisms pass through food webs and into and out of the atmosphere and soil, and they are combined and recombined in different ways. At each link in an ecosystem, matter and energy are conserved. (HS-LS2-4) Energy drives the cycling of matter within and between systems. Recognize that animals (consumers) eat animals and plants for food. Identify producers, consumers, and decomposers in a simple food chain. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, Identify the components of a food web, including sunlight, producers, consumers, and decomposers, and trace the flow of energy from the Sun. Create a model tracking carbon atoms between inorganic and organic molecules in an ecosystem. Explain human impacts on climate based on this model. Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere. Photosynthesis and cellular respiration are important components of the carbon cycle, in which carbon is exchanged among the biosphere, atmosphere, oceans, and geosphere through chemical, physical, geological, and biological processes. (HS-LS2-5) Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Energy and nutrients move within and between biotic and abiotic components of ecosystems via physical, chemical and biological processes. Analyze the movement of matter and energy through the different biogeochemical cycles, including water and carbon. Recognize that animals (consumers) eat animals and plants for food. Identify producers, consumers, and decomposers in a simple food chain. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, Identify the components of a food web, including sunlight, producers, consumers, and decomposers, and trace the flow of energy from the Sun. Interactivity: Producers and Consumers Curriculum Standards: Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy). Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy). Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy). Analyzing Data: Ocean Water and Oxygen Concentration Curriculum Standards: Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Analyze the movement of matter and energy through the different biogeochemical cycles, including water and carbon. Analyze through research the cycling of matter in our biosphere and explain how biogeochemical cycles are critical for ecosystem function. Energy and nutrients move within and between biotic and abiotic components of ecosystems via physical, chemical and biological processes. Analyze the movement of matter and energy through the different biogeochemical cycles, including water and carbon. Plants or algae form the lowest level of the food web. At each link upward in a food web, only a small fraction of the matter consumed at the lower level is transferred upward, to produce growth and release energy in cellular respiration at the higher level. Given this inefficiency, there are generally fewer organisms at higher levels of a food web. Some matter reacts to release energy for life functions, some matter is stored in newly made structures, and much is discarded. The chemical elements that make up the molecules of organisms pass through food webs and into and out of the atmosphere and soil, and they are combined and recombined in different ways. At each link in an ecosystem, matter and energy are conserved. (HS-LS2-4) Energy drives the cycling of matter within and between systems. 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). Recognize that animals (consumers) eat animals and plants for food. Identify producers, consumers, and decomposers in a simple food chain. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, Identify the components of a food web, including sunlight, producers, consumers, and decomposers, and trace the flow of energy from the Sun. Create a model tracking carbon atoms between inorganic and organic molecules in an ecosystem. Explain human impacts on climate based on this model. Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere. Photosynthesis and cellular respiration are important components of the carbon cycle, in which carbon is exchanged among the biosphere, atmosphere, oceans, and geosphere through chemical, physical, geological, and biological processes. (HS-LS2-5) Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Energy and nutrients move within and between biotic and abiotic components of ecosystems via physical, chemical and biological processes. Analyze the movement of matter and energy through the different biogeochemical cycles, including water and carbon. 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). Recognize that animals (consumers) eat animals and plants for food. Identify producers, consumers, and decomposers in a simple food chain. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, Identify the components of a food web, including sunlight, producers, consumers, and decomposers, and trace the flow of energy from the Sun. Spanish Workbook: Energy, Producers, and Consumers Editable Presentation: Energy, Producers, and Consumers Synthesize Interactive Video: Chemosynthesis and Photosynthesis: The Flow of Energy Curriculum Standards: Identify the reactants, products, and basic functions of photosynthesis. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. Photosynthesis and cellular respiration (including anaerobic processes) provide most of the energy for life processes. (HSLS2- 3) Identify the reactants, products, and basic functions of photosynthesis. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Living organisms acquire the energy they need for life processes through various metabolic pathways (primarily photosynthesis and cellular respiration). Explain the interrelated nature of photosynthesis and cellular respiration. Create a model of photosynthesis demonstrating the net flow of matter and energy into a cell. Use the model to explain energy transfer from light energy into stored chemical energy in the product. Explain the interrelated nature of photosynthesis and cellular respiration. Analyze the movement of matter and energy through the different biogeochemical cycles, including water and carbon. Analyze the movement of matter and energy through the different biogeochemical cycles, including water and carbon. Identify the reactants, products, and basic functions of photosynthesis. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Living organisms acquire the energy they need for life processes through various metabolic pathways (primarily photosynthesis and cellular respiration). Explain the interrelated nature of photosynthesis and cellular respiration. Analyze the movement of matter and energy through the different biogeochemical cycles, including water and carbon. Demonstrate eText: Lesson Review: Energy, Producers, and Consumers Curriculum Standards: Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Plants or algae form the lowest level of the food web. At each link upward in a food web, only a small fraction of the matter consumed at the lower level is transferred upward, to produce growth and release energy in cellular respiration at the higher level. Given this inefficiency, there are generally fewer organisms at higher levels of a food web. Some matter reacts to release energy for life functions, some matter is stored in newly made structures, and much is discarded. The chemical elements that make up the molecules of organisms pass through food webs and into and out of the atmosphere and soil, and they are combined and recombined in different ways. At each link in an ecosystem, matter and energy are conserved. (HS-LS2-4) Recognize that animals (consumers) eat animals and plants for food. Identify producers, consumers, and decomposers in a simple food chain. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, Identify the components of a food web, including sunlight, producers, consumers, and decomposers, and trace the flow of energy from the Sun. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Recognize that animals (consumers) eat animals and plants for food. Identify producers, consumers, and decomposers in a simple food chain. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, Identify the components of a food web, including sunlight, producers, consumers, and decomposers, and trace the flow of energy from the Sun. Quiz Review: Energy, Producers, and Consumers Curriculum Standards: Recognize that plants give off oxygen that is used by animals and animals give off carbon dioxide that is used by plants. Recognize that the function of photosynthesis is to produce food for plants. Recognize that people and animals breathe in the oxygen that plants give off. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Recognize that animals (consumers) eat animals and plants for food. Identify the products and function of photosynthesis. Explain the interrelated nature of photosynthesis and cellular respiration. Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. Photosynthesis and cellular respiration are important components of the carbon cycle, in which carbon is exchanged among the biosphere, atmosphere, oceans, and geosphere through chemical, physical, geological, and biological processes. (HS-LS2-5) Explain the interrelated nature of photosynthesis and cellular respiration. Living organisms acquire the energy they need for life processes through various metabolic pathways (primarily photosynthesis and cellular respiration). Recognize that plants give off oxygen that is used by animals and animals give off carbon dioxide that is used by plants. Recognize that the function of photosynthesis is to produce food for plants. Recognize that people and animals breathe in the oxygen that plants give off. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Recognize that animals (consumers) eat animals and plants for food. Identify the products and function of photosynthesis. Explain the interrelated nature of photosynthesis and cellular respiration. Living organisms acquire the energy they need for life processes through various metabolic pathways (primarily photosynthesis and cellular respiration). Editable Quiz: Energy, Producers, and Consumers Curriculum Standards: Analyze the movement of matter and energy through the different biogeochemical cycles, including water and carbon. Analyze through research the cycling of matter in our biosphere and explain how biogeochemical cycles are critical for ecosystem function. Energy and nutrients move within and between biotic and abiotic components of ecosystems via physical, chemical and biological processes. Analyze the movement of matter and energy through the different biogeochemical cycles, including water and carbon. Energy drives the cycling of matter within and between systems. Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem. Create a model tracking carbon atoms between inorganic and organic molecules in an ecosystem. Explain human impacts on climate based on this model. Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere. Photosynthesis and cellular respiration are important components of the carbon cycle, in which carbon is exchanged among the biosphere, atmosphere, oceans, and geosphere through chemical, physical, geological, and biological processes. (HS-LS2-5) Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. Energy and nutrients move within and between biotic and abiotic components of ecosystems via physical, chemical and biological processes. Analyze the movement of matter and energy through the different biogeochemical cycles, including water and carbon. Quiz: Energy, Producers, and Consumers Curriculum Standards: Recognize that plants give off oxygen that is used by animals and animals give off carbon dioxide that is used by plants. Recognize that the function of photosynthesis is to produce food for plants. Recognize that people and animals breathe in the oxygen that plants give off. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Recognize that animals (consumers) eat animals and plants for food. Identify the products and function of photosynthesis. Explain the interrelated nature of photosynthesis and cellular respiration. Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. Photosynthesis and cellular respiration are important components of the carbon cycle, in which carbon is exchanged among the biosphere, atmosphere, oceans, and geosphere through chemical, physical, geological, and biological processes. (HS-LS2-5) Explain the interrelated nature of photosynthesis and cellular respiration. Living organisms acquire the energy they need for life processes through various metabolic pathways (primarily photosynthesis and cellular respiration). Recognize that plants give off oxygen that is used by animals and animals give off carbon dioxide that is used by plants. Recognize that the function of photosynthesis is to produce food for plants. Recognize that people and animals breathe in the oxygen that plants give off. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Recognize that animals (consumers) eat animals and plants for food. Identify the products and function of photosynthesis. Explain the interrelated nature of photosynthesis and cellular respiration. Living organisms acquire the energy they need for life processes through various metabolic pathways (primarily photosynthesis and cellular respiration). Lesson 2: Energy Flow in Ecosystems Connect Inquiry Warm-Up Lab: Pass It Along Curriculum Standards: Analyze the movement of matter and energy through the different biogeochemical cycles, including water and carbon. Analyze through research the cycling of matter in our biosphere and explain how biogeochemical cycles are critical for ecosystem function. Energy and nutrients move within and between biotic and abiotic components of ecosystems via physical, chemical and biological processes. Analyze the movement of matter and energy through the different biogeochemical cycles, including water and carbon. Energy drives the cycling of matter within and between systems. Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem. Create a model tracking carbon atoms between inorganic and organic molecules in an ecosystem. Explain human impacts on climate based on this model. Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere. Photosynthesis and cellular respiration are important components of the carbon cycle, in which carbon is exchanged among the biosphere, atmosphere, oceans, and geosphere through chemical, physical, geological, and biological processes. (HS-LS2-5) Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. Energy and nutrients move within and between biotic and abiotic components of ecosystems via physical, chemical and biological processes. Analyze the movement of matter and energy through the different biogeochemical cycles, including water and carbon. Investigate eText: Energy Flow in Ecosystems Curriculum Standards: Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Analyze the movement of matter and energy through the different biogeochemical cycles, including water and carbon. Analyze through research the cycling of matter in our biosphere and explain how biogeochemical cycles are critical for ecosystem function. Energy and nutrients move within and between biotic and abiotic components of ecosystems via physical, chemical and biological processes. Analyze the movement of matter and energy through the different biogeochemical cycles, including water and carbon. Plants or algae form the lowest level of the food web. At each link upward in a food web, only a small fraction of the matter consumed at the lower level is transferred upward, to produce growth and release energy in cellular respiration at the higher level. Given this inefficiency, there are generally fewer organisms at higher levels of a food web. Some matter reacts to release energy for life functions, some matter is stored in newly made structures, and much is discarded. The chemical elements that make up the molecules of organisms pass through food webs and into and out of the atmosphere and soil, and they are combined and recombined in different ways. At each link in an ecosystem, matter and energy are conserved. (HS-LS2-4) Energy drives the cycling of matter within and between systems. Recognize that animals (consumers) eat animals and plants for food. Identify producers, consumers, and decomposers in a simple food chain. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, Identify the components of a food web, including sunlight, producers, consumers, and decomposers, and trace the flow of energy from the Sun. Create a model tracking carbon atoms between inorganic and organic molecules in an ecosystem. Explain human impacts on climate based on this model. Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere. Photosynthesis and cellular respiration are important components of the carbon cycle, in which carbon is exchanged among the biosphere, atmosphere, oceans, and geosphere through chemical, physical, geological, and biological processes. (HS-LS2-5) Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Energy and nutrients move within and between biotic and abiotic components of ecosystems via physical, chemical and biological processes. Analyze the movement of matter and energy through the different biogeochemical cycles, including water and carbon. Recognize that animals (consumers) eat animals and plants for food. Identify producers, consumers, and decomposers in a simple food chain. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, Identify the components of a food web, including sunlight, producers, consumers, and decomposers, and trace the flow of energy from the Sun. Interactivity: Ecological Pyramids Curriculum Standards: Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy). Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy). Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy). Quick Lab: How Can You Model Energy Flow in Ecosystems? Curriculum Standards: Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Plants or algae form the lowest level of the food web. At each link upward in a food web, only a small fraction of the matter consumed at the lower level is transferred upward, to produce growth and release energy in cellular respiration at the higher level. Given this inefficiency, there are generally fewer organisms at higher levels of a food web. Some matter reacts to release energy for life functions, some matter is stored in newly made structures, and much is discarded. The chemical elements that make up the molecules of organisms pass through food webs and into and out of the atmosphere and soil, and they are combined and recombined in different ways. At each link in an ecosystem, matter and energy are conserved. (HS-LS2-4) Recognize that animals (consumers) eat animals and plants for food. Identify producers, consumers, and decomposers in a simple food chain. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, Identify the components of a food web, including sunlight, producers, consumers, and decomposers, and trace the flow of energy from the Sun. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Recognize that animals (consumers) eat animals and plants for food. Identify producers, consumers, and decomposers in a simple food chain. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, Identify the components of a food web, including sunlight, producers, consumers, and decomposers, and trace the flow of energy from the Sun. Spanish Workbook: Energy Flow in Ecosystems Editable Presentation: Energy Flow in Ecosystems Synthesize Science Skills Activity: Food Web Curriculum Standards: Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Plants or algae form the lowest level of the food web. At each link upward in a food web, only a small fraction of the matter consumed at the lower level is transferred upward, to produce growth and release energy in cellular respiration at the higher level. Given this inefficiency, there are generally fewer organisms at higher levels of a food web. Some matter reacts to release energy for life functions, some matter is stored in newly made structures, and much is discarded. The chemical elements that make up the molecules of organisms pass through food webs and into and out of the atmosphere and soil, and they are combined and recombined in different ways. At each link in an ecosystem, matter and energy are conserved. (HS-LS2-4) Recognize that animals (consumers) eat animals and plants for food. Identify producers, consumers, and decomposers in a simple food chain. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, Identify the components of a food web, including sunlight, producers, consumers, and decomposers, and trace the flow of energy from the Sun. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Recognize that animals (consumers) eat animals and plants for food. Identify producers, consumers, and decomposers in a simple food chain. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, Identify the components of a food web, including sunlight, producers, consumers, and decomposers, and trace the flow of energy from the Sun. PBL Science Skills Activity: Food Webs and Invasives Curriculum Standards: Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Analyze the movement of matter and energy through the different biogeochemical cycles, including water and carbon. Analyze through research the cycling of matter in our biosphere and explain how biogeochemical cycles are critical for ecosystem function. Energy and nutrients move within and between biotic and abiotic components of ecosystems via physical, chemical and biological processes. Analyze the movement of matter and energy through the different biogeochemical cycles, including water and carbon. Plants or algae form the lowest level of the food web. At each link upward in a food web, only a small fraction of the matter consumed at the lower level is transferred upward, to produce growth and release energy in cellular respiration at the higher level. Given this inefficiency, there are generally fewer organisms at higher levels of a food web. Some matter reacts to release energy for life functions, some matter is stored in newly made structures, and much is discarded. The chemical elements that make up the molecules of organisms pass through food webs and into and out of the atmosphere and soil, and they are combined and recombined in different ways. At each link in an ecosystem, matter and energy are conserved. (HS-LS2-4) Energy drives the cycling of matter within and between systems. Recognize that animals (consumers) eat animals and plants for food. Identify producers, consumers, and decomposers in a simple food chain. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, Identify the components of a food web, including sunlight, producers, consumers, and decomposers, and trace the flow of energy from the Sun. Create a model tracking carbon atoms between inorganic and organic molecules in an ecosystem. Explain human impacts on climate based on this model. Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere. Photosynthesis and cellular respiration are important components of the carbon cycle, in which carbon is exchanged among the biosphere, atmosphere, oceans, and geosphere through chemical, physical, geological, and biological processes. (HS-LS2-5) Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Energy and nutrients move within and between biotic and abiotic components of ecosystems via physical, chemical and biological processes. Analyze the movement of matter and energy through the different biogeochemical cycles, including water and carbon. Recognize that animals (consumers) eat animals and plants for food. Identify producers, consumers, and decomposers in a simple food chain. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, Identify the components of a food web, including sunlight, producers, consumers, and decomposers, and trace the flow of energy from the Sun. PBL Science Skills Worksheet: Food Webs and Invasives Curriculum Standards: Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Analyze the movement of matter and energy through the different biogeochemical cycles, including water and carbon. Analyze through research the cycling of matter in our biosphere and explain how biogeochemical cycles are critical for ecosystem function. Energy and nutrients move within and between biotic and abiotic components of ecosystems via physical, chemical and biological processes. Analyze the movement of matter and energy through the different biogeochemical cycles, including water and carbon. Plants or algae form the lowest level of the food web. At each link upward in a food web, only a small fraction of the matter consumed at the lower level is transferred upward, to produce growth and release energy in cellular respiration at the higher level. Given this inefficiency, there are generally fewer organisms at higher levels of a food web. Some matter reacts to release energy for life functions, some matter is stored in newly made structures, and much is discarded. The chemical elements that make up the molecules of organisms pass through food webs and into and out of the atmosphere and soil, and they are combined and recombined in different ways. At each link in an ecosystem, matter and energy are conserved. (HS-LS2-4) Energy drives the cycling of matter within and between systems. Recognize that animals (consumers) eat animals and plants for food. Identify producers, consumers, and decomposers in a simple food chain. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, Identify the components of a food web, including sunlight, producers, consumers, and decomposers, and trace the flow of energy from the Sun. Create a model tracking carbon atoms between inorganic and organic molecules in an ecosystem. Explain human impacts on climate based on this model. Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere. Photosynthesis and cellular respiration are important components of the carbon cycle, in which carbon is exchanged among the biosphere, atmosphere, oceans, and geosphere through chemical, physical, geological, and biological processes. (HS-LS2-5) Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Energy and nutrients move within and between biotic and abiotic components of ecosystems via physical, chemical and biological processes. Analyze the movement of matter and energy through the different biogeochemical cycles, including water and carbon. Recognize that animals (consumers) eat animals and plants for food. Identify producers, consumers, and decomposers in a simple food chain. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, Identify the components of a food web, including sunlight, producers, consumers, and decomposers, and trace the flow of energy from the Sun. Demonstrate eText: Lesson Review: Energy Flow in Ecosystems Curriculum Standards: Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Plants or algae form the lowest level of the food web. At each link upward in a food web, only a small fraction of the matter consumed at the lower level is transferred upward, to produce growth and release energy in cellular respiration at the higher level. Given this inefficiency, there are generally fewer organisms at higher levels of a food web. Some matter reacts to release energy for life functions, some matter is stored in newly made structures, and much is discarded. The chemical elements that make up the molecules of organisms pass through food webs and into and out of the atmosphere and soil, and they are combined and recombined in different ways. At each link in an ecosystem, matter and energy are conserved. (HS-LS2-4) Recognize that animals (consumers) eat animals and plants for food. Identify producers, consumers, and decomposers in a simple food chain. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, Identify the components of a food web, including sunlight, producers, consumers, and decomposers, and trace the flow of energy from the Sun. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Recognize that animals (consumers) eat animals and plants for food. Identify producers, consumers, and decomposers in a simple food chain. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, Identify the components of a food web, including sunlight, producers, consumers, and decomposers, and trace the flow of energy from the Sun. Quiz Review: Energy Flow in Ecosystems Curriculum Standards: Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Plants or algae form the lowest level of the food web. At each link upward in a food web, only a small fraction of the matter consumed at the lower level is transferred upward, to produce growth and release energy in cellular respiration at the higher level. Given this inefficiency, there are generally fewer organisms at higher levels of a food web. Some matter reacts to release energy for life functions, some matter is stored in newly made structures, and much is discarded. The chemical elements that make up the molecules of organisms pass through food webs and into and out of the atmosphere and soil, and they are combined and recombined in different ways. At each link in an ecosystem, matter and energy are conserved. (HS-LS2-4) Identify producers, consumers, and decomposers in a simple food chain. Recognize that animals (consumers) eat animals and plants for food. Analyze mathematical and/or computational representations of population data that support explanations of factors that affect population size and carrying capacities of populations within an ecosystem. Examine a representative ecosystem and, based on interdependent relationships present, predict population size effects due to a given disturbance. Use mathematical models and/or computer simulations to predict the effects of a design solution on systems and/or the interactions between systems. Identify the components of a food web, including sunlight, producers, consumers, and decomposers, and trace the flow of energy from the Sun. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Identify producers, consumers, and decomposers in a simple food chain. Recognize that animals (consumers) eat animals and plants for food. Identify the components of a food web, including sunlight, producers, consumers, and decomposers, and trace the flow of energy from the Sun. Editable Quiz: Energy Flow in Ecosystems Curriculum Standards: Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Plants or algae form the lowest level of the food web. At each link upward in a food web, only a small fraction of the matter consumed at the lower level is transferred upward, to produce growth and release energy in cellular respiration at the higher level. Given this inefficiency, there are generally fewer organisms at higher levels of a food web. Some matter reacts to release energy for life functions, some matter is stored in newly made structures, and much is discarded. The chemical elements that make up the molecules of organisms pass through food webs and into and out of the atmosphere and soil, and they are combined and recombined in different ways. At each link in an ecosystem, matter and energy are conserved. (HS-LS2-4) Recognize that animals (consumers) eat animals and plants for food. Identify producers, consumers, and decomposers in a simple food chain. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, Identify the components of a food web, including sunlight, producers, consumers, and decomposers, and trace the flow of energy from the Sun. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Recognize that animals (consumers) eat animals and plants for food. Identify producers, consumers, and decomposers in a simple food chain. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, Identify the components of a food web, including sunlight, producers, consumers, and decomposers, and trace the flow of energy from the Sun. Quiz: Energy Flow in Ecosystems Curriculum Standards: Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Plants or algae form the lowest level of the food web. At each link upward in a food web, only a small fraction of the matter consumed at the lower level is transferred upward, to produce growth and release energy in cellular respiration at the higher level. Given this inefficiency, there are generally fewer organisms at higher levels of a food web. Some matter reacts to release energy for life functions, some matter is stored in newly made structures, and much is discarded. The chemical elements that make up the molecules of organisms pass through food webs and into and out of the atmosphere and soil, and they are combined and recombined in different ways. At each link in an ecosystem, matter and energy are conserved. (HS-LS2-4) Identify producers, consumers, and decomposers in a simple food chain. Recognize that animals (consumers) eat animals and plants for food. Analyze mathematical and/or computational representations of population data that support explanations of factors that affect population size and carrying capacities of populations within an ecosystem. Examine a representative ecosystem and, based on interdependent relationships present, predict population size effects due to a given disturbance. Use mathematical models and/or computer simulations to predict the effects of a design solution on systems and/or the interactions between systems. Identify the components of a food web, including sunlight, producers, consumers, and decomposers, and trace the flow of energy from the Sun. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Identify producers, consumers, and decomposers in a simple food chain. Recognize that animals (consumers) eat animals and plants for food. Identify the components of a food web, including sunlight, producers, consumers, and decomposers, and trace the flow of energy from the Sun. Lesson 3: Cycles of Matter Connect Inquiry Warm-Up Lab: It's Raining, It's Pouring Curriculum Standards: Analyze the movement of matter and energy through the different biogeochemical cycles, including water and carbon. Analyze through research the cycling of matter in our biosphere and explain how biogeochemical cycles are critical for ecosystem function. Energy and nutrients move within and between biotic and abiotic components of ecosystems via physical, chemical and biological processes. Analyze the movement of matter and energy through the different biogeochemical cycles, including water and carbon. Energy drives the cycling of matter within and between systems. Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem. Create a model tracking carbon atoms between inorganic and organic molecules in an ecosystem. Explain human impacts on climate based on this model. Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere. Photosynthesis and cellular respiration are important components of the carbon cycle, in which carbon is exchanged among the biosphere, atmosphere, oceans, and geosphere through chemical, physical, geological, and biological processes. (HS-LS2-5) Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. Energy and nutrients move within and between biotic and abiotic components of ecosystems via physical, chemical and biological processes. Analyze the movement of matter and energy through the different biogeochemical cycles, including water and carbon. Investigate eText: Cycles of Matter Curriculum Standards: Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Analyze the movement of matter and energy through the different biogeochemical cycles, including water and carbon. Analyze through research the cycling of matter in our biosphere and explain how biogeochemical cycles are critical for ecosystem function. Energy and nutrients move within and between biotic and abiotic components of ecosystems via physical, chemical and biological processes. Analyze the movement of matter and energy through the different biogeochemical cycles, including water and carbon. Plants or algae form the lowest level of the food web. At each link upward in a food web, only a small fraction of the matter consumed at the lower level is transferred upward, to produce growth and release energy in cellular respiration at the higher level. Given this inefficiency, there are generally fewer organisms at higher levels of a food web. Some matter reacts to release energy for life functions, some matter is stored in newly made structures, and much is discarded. The chemical elements that make up the molecules of organisms pass through food webs and into and out of the atmosphere and soil, and they are combined and recombined in different ways. At each link in an ecosystem, matter and energy are conserved. (HS-LS2-4) Energy drives the cycling of matter within and between systems. Recognize that animals (consumers) eat animals and plants for food. Identify producers, consumers, and decomposers in a simple food chain. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, Identify the components of a food web, including sunlight, producers, consumers, and decomposers, and trace the flow of energy from the Sun. Create a model tracking carbon atoms between inorganic and organic molecules in an ecosystem. Explain human impacts on climate based on this model. Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere. Photosynthesis and cellular respiration are important components of the carbon cycle, in which carbon is exchanged among the biosphere, atmosphere, oceans, and geosphere through chemical, physical, geological, and biological processes. (HS-LS2-5) Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Energy and nutrients move within and between biotic and abiotic components of ecosystems via physical, chemical and biological processes. Analyze the movement of matter and energy through the different biogeochemical cycles, including water and carbon. Recognize that animals (consumers) eat animals and plants for food. Identify producers, consumers, and decomposers in a simple food chain. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, Identify the components of a food web, including sunlight, producers, consumers, and decomposers, and trace the flow of energy from the Sun. Interactivity: BiogFL EOChemical Cycles Curriculum Standards: Analyze the movement of matter and energy through the different biogeochemical cycles, including water and carbon. Analyze through research the cycling of matter in our biosphere and explain how biogeochemical cycles are critical for ecosystem function. Energy and nutrients move within and between biotic and abiotic components of ecosystems via physical, chemical and biological processes. Analyze the movement of matter and energy through the different biogeochemical cycles, including water and carbon. Energy drives the cycling of matter within and between systems. Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem. Create a model tracking carbon atoms between inorganic and organic molecules in an ecosystem. Explain human impacts on climate based on this model. Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere. Photosynthesis and cellular respiration are important components of the carbon cycle, in which carbon is exchanged among the biosphere, atmosphere, oceans, and geosphere through chemical, physical, geological, and biological processes. (HS-LS2-5) Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. Energy and nutrients move within and between biotic and abiotic components of ecosystems via physical, chemical and biological processes. Analyze the movement of matter and energy through the different biogeochemical cycles, including water and carbon. Spanish Workbook: Cycles of Matter Editable Presentation: Cycles of Matter Synthesize Engineering Interactivity: Construct a Wetland Curriculum Standards: Analyze the movement of matter and energy through the different biogeochemical cycles, including water and carbon. Analyze through research the cycling of matter in our biosphere and explain how biogeochemical cycles are critical for ecosystem function. Energy and nutrients move within and between biotic and abiotic components of ecosystems via physical, chemical and biological processes. Analyze the movement of matter and energy through the different biogeochemical cycles, including water and carbon. Energy drives the cycling of matter within and between systems. Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9???10 texts and topics. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9-10 texts and topics. Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words. Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words. Create a model tracking carbon atoms between inorganic and organic molecules in an ecosystem. Explain human impacts on climate based on this model. Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere. Photosynthesis and cellular respiration are important components of the carbon cycle, in which carbon is exchanged among the biosphere, atmosphere, oceans, and geosphere through chemical, physical, geological, and biological processes. (HS-LS2-5) Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. Energy and nutrients move within and between biotic and abiotic components of ecosystems via physical, chemical and biological processes. Analyze the movement of matter and energy through the different biogeochemical cycles, including water and carbon. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9_?_10 texts and topics. Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words. Engineering Worksheet: Construct a Wetland Curriculum Standards: Analyze the movement of matter and energy through the different biogeochemical cycles, including water and carbon. Analyze through research the cycling of matter in our biosphere and explain how biogeochemical cycles are critical for ecosystem function. Energy and nutrients move within and between biotic and abiotic components of ecosystems via physical, chemical and biological processes. Analyze the movement of matter and energy through the different biogeochemical cycles, including water and carbon. Energy drives the cycling of matter within and between systems. Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9???10 texts and topics. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9-10 texts and topics. Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words. Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words. Create a model tracking carbon atoms between inorganic and organic molecules in an ecosystem. Explain human impacts on climate based on this model. Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere. Photosynthesis and cellular respiration are important components of the carbon cycle, in which carbon is exchanged among the biosphere, atmosphere, oceans, and geosphere through chemical, physical, geological, and biological processes. (HS-LS2-5) Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. Energy and nutrients move within and between biotic and abiotic components of ecosystems via physical, chemical and biological processes. Analyze the movement of matter and energy through the different biogeochemical cycles, including water and carbon. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9_?_10 texts and topics. Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words. Develop a Solution Lab: The Effect of Fertilizer on Algae Curriculum Standards: Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Analyze the movement of matter and energy through the different biogeochemical cycles, including water and carbon. Analyze through research the cycling of matter in our biosphere and explain how biogeochemical cycles are critical for ecosystem function. Energy and nutrients move within and between biotic and abiotic components of ecosystems via physical, chemical and biological processes. Analyze the movement of matter and energy through the different biogeochemical cycles, including water and carbon. Plants or algae form the lowest level of the food web. At each link upward in a food web, only a small fraction of the matter consumed at the lower level is transferred upward, to produce growth and release energy in cellular respiration at the higher level. Given this inefficiency, there are generally fewer organisms at higher levels of a food web. Some matter reacts to release energy for life functions, some matter is stored in newly made structures, and much is discarded. The chemical elements that make up the molecules of organisms pass through food webs and into and out of the atmosphere and soil, and they are combined and recombined in different ways. At each link in an ecosystem, matter and energy are conserved. (HS-LS2-4) Energy drives the cycling of matter within and between systems. Recognize that animals (consumers) eat animals and plants for food. Identify producers, consumers, and decomposers in a simple food chain. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, Identify the components of a food web, including sunlight, producers, consumers, and decomposers, and trace the flow of energy from the Sun. Create a model tracking carbon atoms between inorganic and organic molecules in an ecosystem. Explain human impacts on climate based on this model. Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere. Photosynthesis and cellular respiration are important components of the carbon cycle, in which carbon is exchanged among the biosphere, atmosphere, oceans, and geosphere through chemical, physical, geological, and biological processes. (HS-LS2-5) Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Energy and nutrients move within and between biotic and abiotic components of ecosystems via physical, chemical and biological processes. Analyze the movement of matter and energy through the different biogeochemical cycles, including water and carbon. Recognize that animals (consumers) eat animals and plants for food. Identify producers, consumers, and decomposers in a simple food chain. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, Identify the components of a food web, including sunlight, producers, consumers, and decomposers, and trace the flow of energy from the Sun. Foundations Develop a Solution Lab: The Effect of Fertilizer on Algae Curriculum Standards: Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Analyze the movement of matter and energy through the different biogeochemical cycles, including water and carbon. Analyze through research the cycling of matter in our biosphere and explain how biogeochemical cycles are critical for ecosystem function. Energy and nutrients move within and between biotic and abiotic components of ecosystems via physical, chemical and biological processes. Analyze the movement of matter and energy through the different biogeochemical cycles, including water and carbon. Plants or algae form the lowest level of the food web. At each link upward in a food web, only a small fraction of the matter consumed at the lower level is transferred upward, to produce growth and release energy in cellular respiration at the higher level. Given this inefficiency, there are generally fewer organisms at higher levels of a food web. Some matter reacts to release energy for life functions, some matter is stored in newly made structures, and much is discarded. The chemical elements that make up the molecules of organisms pass through food webs and into and out of the atmosphere and soil, and they are combined and recombined in different ways. At each link in an ecosystem, matter and energy are conserved. (HS-LS2-4) Energy drives the cycling of matter within and between systems. Recognize that animals (consumers) eat animals and plants for food. Identify producers, consumers, and decomposers in a simple food chain. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, Identify the components of a food web, including sunlight, producers, consumers, and decomposers, and trace the flow of energy from the Sun. Create a model tracking carbon atoms between inorganic and organic molecules in an ecosystem. Explain human impacts on climate based on this model. Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere. Photosynthesis and cellular respiration are important components of the carbon cycle, in which carbon is exchanged among the biosphere, atmosphere, oceans, and geosphere through chemical, physical, geological, and biological processes. (HS-LS2-5) Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Energy and nutrients move within and between biotic and abiotic components of ecosystems via physical, chemical and biological processes. Analyze the movement of matter and energy through the different biogeochemical cycles, including water and carbon. Recognize that animals (consumers) eat animals and plants for food. Identify producers, consumers, and decomposers in a simple food chain. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, Identify the components of a food web, including sunlight, producers, consumers, and decomposers, and trace the flow of energy from the Sun. Demonstrate eText: Lesson Review: Cycles of Matter Curriculum Standards: Analyze the movement of matter and energy through the different biogeochemical cycles, including water and carbon. Analyze through research the cycling of matter in our biosphere and explain how biogeochemical cycles are critical for ecosystem function. Energy and nutrients move within and between biotic and abiotic components of ecosystems via physical, chemical and biological processes. Analyze the movement of matter and energy through the different biogeochemical cycles, including water and carbon. Energy drives the cycling of matter within and between systems. Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem. Create a model tracking carbon atoms between inorganic and organic molecules in an ecosystem. Explain human impacts on climate based on this model. Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere. Photosynthesis and cellular respiration are important components of the carbon cycle, in which carbon is exchanged among the biosphere, atmosphere, oceans, and geosphere through chemical, physical, geological, and biological processes. (HS-LS2-5) Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. Energy and nutrients move within and between biotic and abiotic components of ecosystems via physical, chemical and biological processes. Analyze the movement of matter and energy through the different biogeochemical cycles, including water and carbon. Quiz Review: Cycles of Matter Curriculum Standards: Analyze the movement of matter and energy through the different biogeochemical cycles, including water and carbon. Analyze through research the cycling of matter in our biosphere and explain how biogeochemical cycles are critical for ecosystem function. Energy and nutrients move within and between biotic and abiotic components of ecosystems via physical, chemical and biological processes. Analyze the movement of matter and energy through the different biogeochemical cycles, including water and carbon. Energy drives the cycling of matter within and between systems. Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem. Create a model tracking carbon atoms between inorganic and organic molecules in an ecosystem. Explain human impacts on climate based on this model. Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere. Photosynthesis and cellular respiration are important components of the carbon cycle, in which carbon is exchanged among the biosphere, atmosphere, oceans, and geosphere through chemical, physical, geological, and biological processes. (HS-LS2-5) Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. Energy and nutrients move within and between biotic and abiotic components of ecosystems via physical, chemical and biological processes. Analyze the movement of matter and energy through the different biogeochemical cycles, including water and carbon. Editable Quiz: Cycles of Matter Curriculum Standards: Analyze the movement of matter and energy through the different biogeochemical cycles, including water and carbon. Analyze through research the cycling of matter in our biosphere and explain how biogeochemical cycles are critical for ecosystem function. Energy and nutrients move within and between biotic and abiotic components of ecosystems via physical, chemical and biological processes. Analyze the movement of matter and energy through the different biogeochemical cycles, including water and carbon. Energy drives the cycling of matter within and between systems. Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem. Create a model tracking carbon atoms between inorganic and organic molecules in an ecosystem. Explain human impacts on climate based on this model. Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere. Photosynthesis and cellular respiration are important components of the carbon cycle, in which carbon is exchanged among the biosphere, atmosphere, oceans, and geosphere through chemical, physical, geological, and biological processes. (HS-LS2-5) Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. Energy and nutrients move within and between biotic and abiotic components of ecosystems via physical, chemical and biological processes. Analyze the movement of matter and energy through the different biogeochemical cycles, including water and carbon. Quiz: Cycles of Matter Curriculum Standards: Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Plants or algae form the lowest level of the food web. At each link upward in a food web, only a small fraction of the matter consumed at the lower level is transferred upward, to produce growth and release energy in cellular respiration at the higher level. Given this inefficiency, there are generally fewer organisms at higher levels of a food web. Some matter reacts to release energy for life functions, some matter is stored in newly made structures, and much is discarded. The chemical elements that make up the molecules of organisms pass through food webs and into and out of the atmosphere and soil, and they are combined and recombined in different ways. At each link in an ecosystem, matter and energy are conserved. (HS-LS2-4) Identify producers, consumers, and decomposers in a simple food chain. Recognize that animals (consumers) eat animals and plants for food. Analyze mathematical and/or computational representations of population data that support explanations of factors that affect population size and carrying capacities of populations within an ecosystem. Examine a representative ecosystem and, based on interdependent relationships present, predict population size effects due to a given disturbance. Use mathematical models and/or computer simulations to predict the effects of a design solution on systems and/or the interactions between systems. Identify the components of a food web, including sunlight, producers, consumers, and decomposers, and trace the flow of energy from the Sun. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Identify producers, consumers, and decomposers in a simple food chain. Recognize that animals (consumers) eat animals and plants for food. Identify the components of a food web, including sunlight, producers, consumers, and decomposers, and trace the flow of energy from the Sun. Chapter Close: Ecosystems eText: Case Study Wrap-Up: From Harmless Algal Bloom to Toxic Menace Curriculum Standards: Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Recognize possible changes in an ecosystem (biodiversity) that can result from natural catastrophic events, changes in climate, and human activity. Recognize changes in living things (biodiversity) that can result from natural catastrophic events and human activity. Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. (secondary to HS-LS2-7), (HS-LS4-6) Moreover, anthropogenic changes (induced by human activity) in the environment—including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change—can disrupt an ecosystem and threaten the survival of some species. (HS-LS2-7) Biodiversity is increased by the formation of new species (speciation) and decreased by the loss of species (extinction). (secondary to HS-LS2-7) Identify that clean water and air are important for supporting life in an ecosystem. Recognize examples of mutual relationships between people and other living things. Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Recognize possible changes in an ecosystem (biodiversity) that can result from natural catastrophic events, changes in climate, and human activity. Recognize changes in living things (biodiversity) that can result from natural catastrophic events and human activity. Identify that clean water and air are important for supporting life in an ecosystem. Recognize examples of mutual relationships between people and other living things. HHMI Career Video: Studying Coral Reef Damage in American Samoa eText: Chapter 4 Study Guide Curriculum Standards: Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Analyze through research the cycling of matter in our biosphere and explain how biogeochemical cycles are critical for ecosystem function. Identify the contributions of non-living elements, such as carbon and oxygen, to maintaining life in an ecosystem. Identify the reactants, products, and basic functions of photosynthesis. The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen. (HS-LS1-5) Identify the reactants, products, and basic functions of photosynthesis. Identify the products and function of photosynthesis. Recognize that the function of photosynthesis is to produce food for plants. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. Photosynthesis and cellular respiration (including anaerobic processes) provide most of the energy for life processes. (HSLS2- 3) Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Living organisms acquire the energy they need for life processes through various metabolic pathways (primarily photosynthesis and cellular respiration). Moreover, anthropogenic changes (induced by human activity) in the environment—including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change—can disrupt an ecosystem and threaten the survival of some species. (HS-LS2-7) Recognize that animals (consumers) eat animals and plants for food. Human activities and natural events can have profound effects on populations, biodiversity and ecosystem processes. Plants or algae form the lowest level of the food web. At each link upward in a food web, only a small fraction of the matter consumed at the lower level is transferred upward, to produce growth and release energy in cellular respiration at the higher level. Given this inefficiency, there are generally fewer organisms at higher levels of a food web. Some matter reacts to release energy for life functions, some matter is stored in newly made structures, and much is discarded. The chemical elements that make up the molecules of organisms pass through food webs and into and out of the atmosphere and soil, and they are combined and recombined in different ways. At each link in an ecosystem, matter and energy are conserved. (HS-LS2-4) Identify producers, consumers, and decomposers in a simple food chain. Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity. Analyze the movement of matter and energy through the different biogeochemical cycles, including water and carbon. Analyze the movement of matter and energy through the different biogeochemical cycles, including water and carbon. Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem. Identify the components of a food web, including sunlight, producers, consumers, and decomposers, and trace the flow of energy from the Sun. Create a model tracking carbon atoms between inorganic and organic molecules in an ecosystem. Explain human impacts on climate based on this model. Explain the interrelated nature of photosynthesis and cellular respiration. Create a model of photosynthesis demonstrating the net flow of matter and energy into a cell. Use the model to explain energy transfer from light energy into stored chemical energy in the product. Explain the interrelated nature of photosynthesis and cellular respiration. Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. Photosynthesis and cellular respiration are important components of the carbon cycle, in which carbon is exchanged among the biosphere, atmosphere, oceans, and geosphere through chemical, physical, geological, and biological processes. (HS-LS2-5) Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed resulting in a net transfer of energy. Changes in the atmosphere due to human activity have increased carbon dioxide concentrations and thus affect climate. (HS-ESS2-6) Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Identify the contributions of non-living elements, such as carbon and oxygen, to maintaining life in an ecosystem. Identify the reactants, products, and basic functions of photosynthesis. Identify the products and function of photosynthesis. Recognize that the function of photosynthesis is to produce food for plants. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Living organisms acquire the energy they need for life processes through various metabolic pathways (primarily photosynthesis and cellular respiration). Recognize that animals (consumers) eat animals and plants for food. Human activities and natural events can have profound effects on populations, biodiversity and ecosystem processes. Identify producers, consumers, and decomposers in a simple food chain. Analyze the movement of matter and energy through the different biogeochemical cycles, including water and carbon. Identify the components of a food web, including sunlight, producers, consumers, and decomposers, and trace the flow of energy from the Sun. Explain the interrelated nature of photosynthesis and cellular respiration. eText: Performance-Based-Assessment: Can Algal Blooms Be Useful? Curriculum Standards: 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. eText: Chapter 4 Assessment Curriculum Standards: Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Analyze the movement of matter and energy through the different biogeochemical cycles, including water and carbon. Analyze through research the cycling of matter in our biosphere and explain how biogeochemical cycles are critical for ecosystem function. Energy and nutrients move within and between biotic and abiotic components of ecosystems via physical, chemical and biological processes. Analyze the movement of matter and energy through the different biogeochemical cycles, including water and carbon. Plants or algae form the lowest level of the food web. At each link upward in a food web, only a small fraction of the matter consumed at the lower level is transferred upward, to produce growth and release energy in cellular respiration at the higher level. Given this inefficiency, there are generally fewer organisms at higher levels of a food web. Some matter reacts to release energy for life functions, some matter is stored in newly made structures, and much is discarded. The chemical elements that make up the molecules of organisms pass through food webs and into and out of the atmosphere and soil, and they are combined and recombined in different ways. At each link in an ecosystem, matter and energy are conserved. (HS-LS2-4) Energy drives the cycling of matter within and between systems. Recognize that animals (consumers) eat animals and plants for food. Identify producers, consumers, and decomposers in a simple food chain. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, Identify the components of a food web, including sunlight, producers, consumers, and decomposers, and trace the flow of energy from the Sun. Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. b. Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience???s knowledge level and concerns. b. Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience's knowledge level and concerns. Create a model tracking carbon atoms between inorganic and organic molecules in an ecosystem. Explain human impacts on climate based on this model. Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere. Photosynthesis and cellular respiration are important components of the carbon cycle, in which carbon is exchanged among the biosphere, atmosphere, oceans, and geosphere through chemical, physical, geological, and biological processes. (HS-LS2-5) Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Energy and nutrients move within and between biotic and abiotic components of ecosystems via physical, chemical and biological processes. Analyze the movement of matter and energy through the different biogeochemical cycles, including water and carbon. Recognize that animals (consumers) eat animals and plants for food. Identify producers, consumers, and decomposers in a simple food chain. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, Identify the components of a food web, including sunlight, producers, consumers, and decomposers, and trace the flow of energy from the Sun. Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. b. Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience_?_s knowledge level and concerns. Test Review: Ecosystems Curriculum Standards: Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Analyze the movement of matter and energy through the different biogeochemical cycles, including water and carbon. Analyze through research the cycling of matter in our biosphere and explain how biogeochemical cycles are critical for ecosystem function. Energy and nutrients move within and between biotic and abiotic components of ecosystems via physical, chemical and biological processes. Analyze the movement of matter and energy through the different biogeochemical cycles, including water and carbon. Plants or algae form the lowest level of the food web. At each link upward in a food web, only a small fraction of the matter consumed at the lower level is transferred upward, to produce growth and release energy in cellular respiration at the higher level. Given this inefficiency, there are generally fewer organisms at higher levels of a food web. Some matter reacts to release energy for life functions, some matter is stored in newly made structures, and much is discarded. The chemical elements that make up the molecules of organisms pass through food webs and into and out of the atmosphere and soil, and they are combined and recombined in different ways. At each link in an ecosystem, matter and energy are conserved. (HS-LS2-4) Energy drives the cycling of matter within and between systems. Recognize that animals (consumers) eat animals and plants for food. Identify producers, consumers, and decomposers in a simple food chain. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, Identify the components of a food web, including sunlight, producers, consumers, and decomposers, and trace the flow of energy from the Sun. Create a model tracking carbon atoms between inorganic and organic molecules in an ecosystem. Explain human impacts on climate based on this model. Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere. Photosynthesis and cellular respiration are important components of the carbon cycle, in which carbon is exchanged among the biosphere, atmosphere, oceans, and geosphere through chemical, physical, geological, and biological processes. (HS-LS2-5) Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Energy and nutrients move within and between biotic and abiotic components of ecosystems via physical, chemical and biological processes. Analyze the movement of matter and energy through the different biogeochemical cycles, including water and carbon. Recognize that animals (consumers) eat animals and plants for food. Identify producers, consumers, and decomposers in a simple food chain. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, Identify the components of a food web, including sunlight, producers, consumers, and decomposers, and trace the flow of energy from the Sun. Editable Test: Ecosystems Curriculum Standards: Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Analyze the movement of matter and energy through the different biogeochemical cycles, including water and carbon. Analyze through research the cycling of matter in our biosphere and explain how biogeochemical cycles are critical for ecosystem function. Energy and nutrients move within and between biotic and abiotic components of ecosystems via physical, chemical and biological processes. Analyze the movement of matter and energy through the different biogeochemical cycles, including water and carbon. Plants or algae form the lowest level of the food web. At each link upward in a food web, only a small fraction of the matter consumed at the lower level is transferred upward, to produce growth and release energy in cellular respiration at the higher level. Given this inefficiency, there are generally fewer organisms at higher levels of a food web. Some matter reacts to release energy for life functions, some matter is stored in newly made structures, and much is discarded. The chemical elements that make up the molecules of organisms pass through food webs and into and out of the atmosphere and soil, and they are combined and recombined in different ways. At each link in an ecosystem, matter and energy are conserved. (HS-LS2-4) Energy drives the cycling of matter within and between systems. Recognize that animals (consumers) eat animals and plants for food. Identify producers, consumers, and decomposers in a simple food chain. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, Identify the components of a food web, including sunlight, producers, consumers, and decomposers, and trace the flow of energy from the Sun. Create a model tracking carbon atoms between inorganic and organic molecules in an ecosystem. Explain human impacts on climate based on this model. Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere. Photosynthesis and cellular respiration are important components of the carbon cycle, in which carbon is exchanged among the biosphere, atmosphere, oceans, and geosphere through chemical, physical, geological, and biological processes. (HS-LS2-5) Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Energy and nutrients move within and between biotic and abiotic components of ecosystems via physical, chemical and biological processes. Analyze the movement of matter and energy through the different biogeochemical cycles, including water and carbon. Recognize that animals (consumers) eat animals and plants for food. Identify producers, consumers, and decomposers in a simple food chain. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, Identify the components of a food web, including sunlight, producers, consumers, and decomposers, and trace the flow of energy from the Sun. Test: Ecosystems Curriculum Standards: Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Analyze through research the cycling of matter in our biosphere and explain how biogeochemical cycles are critical for ecosystem function. Identify the contributions of non-living elements, such as carbon and oxygen, to maintaining life in an ecosystem. Identify the reactants, products, and basic functions of photosynthesis. The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen. (HS-LS1-5) Identify the reactants, products, and basic functions of photosynthesis. Identify the products and function of photosynthesis. Recognize that the function of photosynthesis is to produce food for plants. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. Photosynthesis and cellular respiration (including anaerobic processes) provide most of the energy for life processes. (HSLS2- 3) Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Living organisms acquire the energy they need for life processes through various metabolic pathways (primarily photosynthesis and cellular respiration). Moreover, anthropogenic changes (induced by human activity) in the environment—including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change—can disrupt an ecosystem and threaten the survival of some species. (HS-LS2-7) Recognize that animals (consumers) eat animals and plants for food. Human activities and natural events can have profound effects on populations, biodiversity and ecosystem processes. Plants or algae form the lowest level of the food web. At each link upward in a food web, only a small fraction of the matter consumed at the lower level is transferred upward, to produce growth and release energy in cellular respiration at the higher level. Given this inefficiency, there are generally fewer organisms at higher levels of a food web. Some matter reacts to release energy for life functions, some matter is stored in newly made structures, and much is discarded. The chemical elements that make up the molecules of organisms pass through food webs and into and out of the atmosphere and soil, and they are combined and recombined in different ways. At each link in an ecosystem, matter and energy are conserved. (HS-LS2-4) Identify producers, consumers, and decomposers in a simple food chain. Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity. Analyze the movement of matter and energy through the different biogeochemical cycles, including water and carbon. Analyze the movement of matter and energy through the different biogeochemical cycles, including water and carbon. Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem. Identify the components of a food web, including sunlight, producers, consumers, and decomposers, and trace the flow of energy from the Sun. Create a model tracking carbon atoms between inorganic and organic molecules in an ecosystem. Explain human impacts on climate based on this model. Explain the interrelated nature of photosynthesis and cellular respiration. Create a model of photosynthesis demonstrating the net flow of matter and energy into a cell. Use the model to explain energy transfer from light energy into stored chemical energy in the product. Explain the interrelated nature of photosynthesis and cellular respiration. Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. Photosynthesis and cellular respiration are important components of the carbon cycle, in which carbon is exchanged among the biosphere, atmosphere, oceans, and geosphere through chemical, physical, geological, and biological processes. (HS-LS2-5) Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed resulting in a net transfer of energy. Changes in the atmosphere due to human activity have increased carbon dioxide concentrations and thus affect climate. (HS-ESS2-6) Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Identify the contributions of non-living elements, such as carbon and oxygen, to maintaining life in an ecosystem. Identify the reactants, products, and basic functions of photosynthesis. Identify the products and function of photosynthesis. Recognize that the function of photosynthesis is to produce food for plants. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Living organisms acquire the energy they need for life processes through various metabolic pathways (primarily photosynthesis and cellular respiration). Recognize that animals (consumers) eat animals and plants for food. Human activities and natural events can have profound effects on populations, biodiversity and ecosystem processes. Identify producers, consumers, and decomposers in a simple food chain. Analyze the movement of matter and energy through the different biogeochemical cycles, including water and carbon. Identify the components of a food web, including sunlight, producers, consumers, and decomposers, and trace the flow of energy from the Sun. Explain the interrelated nature of photosynthesis and cellular respiration. eText: FL End-of-Course Test Practice: Ecosystems Curriculum Standards: Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Analyze the movement of matter and energy through the different biogeochemical cycles, including water and carbon. Analyze through research the cycling of matter in our biosphere and explain how biogeochemical cycles are critical for ecosystem function. Energy and nutrients move within and between biotic and abiotic components of ecosystems via physical, chemical and biological processes. Analyze the movement of matter and energy through the different biogeochemical cycles, including water and carbon. Plants or algae form the lowest level of the food web. At each link upward in a food web, only a small fraction of the matter consumed at the lower level is transferred upward, to produce growth and release energy in cellular respiration at the higher level. Given this inefficiency, there are generally fewer organisms at higher levels of a food web. Some matter reacts to release energy for life functions, some matter is stored in newly made structures, and much is discarded. The chemical elements that make up the molecules of organisms pass through food webs and into and out of the atmosphere and soil, and they are combined and recombined in different ways. At each link in an ecosystem, matter and energy are conserved. (HS-LS2-4) Energy drives the cycling of matter within and between systems. Recognize that animals (consumers) eat animals and plants for food. Identify producers, consumers, and decomposers in a simple food chain. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, Identify the components of a food web, including sunlight, producers, consumers, and decomposers, and trace the flow of energy from the Sun. Create a model tracking carbon atoms between inorganic and organic molecules in an ecosystem. Explain human impacts on climate based on this model. Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere. Photosynthesis and cellular respiration are important components of the carbon cycle, in which carbon is exchanged among the biosphere, atmosphere, oceans, and geosphere through chemical, physical, geological, and biological processes. (HS-LS2-5) Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Energy and nutrients move within and between biotic and abiotic components of ecosystems via physical, chemical and biological processes. Analyze the movement of matter and energy through the different biogeochemical cycles, including water and carbon. Recognize that animals (consumers) eat animals and plants for food. Identify producers, consumers, and decomposers in a simple food chain. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, Identify the components of a food web, including sunlight, producers, consumers, and decomposers, and trace the flow of energy from the Sun. Editable FL EOC Test: Ecosystems Curriculum Standards: Analyze through research the cycling of matter in our biosphere and explain how biogeochemical cycles are critical for ecosystem function. Identify the contributions of non-living elements, such as carbon and oxygen, to maintaining life in an ecosystem. Analyze the movement of matter and energy through the different biogeochemical cycles, including water and carbon. Energy and nutrients move within and between biotic and abiotic components of ecosystems via physical, chemical and biological processes. Analyze the movement of matter and energy through the different biogeochemical cycles, including water and carbon. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Identify the reactants, products, and basic functions of photosynthesis. The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen. (HS-LS1-5) Identify the reactants, products, and basic functions of photosynthesis. Identify the products and function of photosynthesis. Recognize that the function of photosynthesis is to produce food for plants. Plants or algae form the lowest level of the food web. At each link upward in a food web, only a small fraction of the matter consumed at the lower level is transferred upward, to produce growth and release energy in cellular respiration at the higher level. Given this inefficiency, there are generally fewer organisms at higher levels of a food web. Some matter reacts to release energy for life functions, some matter is stored in newly made structures, and much is discarded. The chemical elements that make up the molecules of organisms pass through food webs and into and out of the atmosphere and soil, and they are combined and recombined in different ways. At each link in an ecosystem, matter and energy are conserved. (HS-LS2-4) Identify types of renewable and nonrenewable natural resources and explain the need for conservation. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Create a model tracking carbon atoms between inorganic and organic molecules in an ecosystem. Explain human impacts on climate based on this model. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Recognize that plants give off oxygen that is used by animals and animals give off carbon dioxide that is used by plants. Recognize that people and animals breathe in the oxygen that plants give off. Recognize that animals (consumers) eat animals and plants for food. Identify producers, consumers, and decomposers in a simple food chain. Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem. Identify the components of a food web, including sunlight, producers, consumers, and decomposers, and trace the flow of energy from the Sun. Explain the interrelated nature of photosynthesis and cellular respiration. Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. Photosynthesis and cellular respiration are important components of the carbon cycle, in which carbon is exchanged among the biosphere, atmosphere, oceans, and geosphere through chemical, physical, geological, and biological processes. (HS-LS2-5) Explain the interrelated nature of photosynthesis and cellular respiration. Living organisms acquire the energy they need for life processes through various metabolic pathways (primarily photosynthesis and cellular respiration). Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere. Identify the contributions of non-living elements, such as carbon and oxygen, to maintaining life in an ecosystem. Energy and nutrients move within and between biotic and abiotic components of ecosystems via physical, chemical and biological processes. Analyze the movement of matter and energy through the different biogeochemical cycles, including water and carbon. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Identify the reactants, products, and basic functions of photosynthesis. Identify the products and function of photosynthesis. Recognize that the function of photosynthesis is to produce food for plants. Identify types of renewable and nonrenewable natural resources and explain the need for conservation. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Recognize that plants give off oxygen that is used by animals and animals give off carbon dioxide that is used by plants. Recognize that people and animals breathe in the oxygen that plants give off. Recognize that animals (consumers) eat animals and plants for food. Identify producers, consumers, and decomposers in a simple food chain. Identify the components of a food web, including sunlight, producers, consumers, and decomposers, and trace the flow of energy from the Sun. Explain the interrelated nature of photosynthesis and cellular respiration. Living organisms acquire the energy they need for life processes through various metabolic pathways (primarily photosynthesis and cellular respiration). FL End-of-Course Test Practice: Ecosystems Curriculum Standards: Analyze through research the cycling of matter in our biosphere and explain how biogeochemical cycles are critical for ecosystem function. Identify the contributions of non-living elements, such as carbon and oxygen, to maintaining life in an ecosystem. Analyze the movement of matter and energy through the different biogeochemical cycles, including water and carbon. Energy and nutrients move within and between biotic and abiotic components of ecosystems via physical, chemical and biological processes. Analyze the movement of matter and energy through the different biogeochemical cycles, including water and carbon. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Identify the reactants, products, and basic functions of photosynthesis. The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen. (HS-LS1-5) Identify the reactants, products, and basic functions of photosynthesis. Identify the products and function of photosynthesis. Recognize that the function of photosynthesis is to produce food for plants. Plants or algae form the lowest level of the food web. At each link upward in a food web, only a small fraction of the matter consumed at the lower level is transferred upward, to produce growth and release energy in cellular respiration at the higher level. Given this inefficiency, there are generally fewer organisms at higher levels of a food web. Some matter reacts to release energy for life functions, some matter is stored in newly made structures, and much is discarded. The chemical elements that make up the molecules of organisms pass through food webs and into and out of the atmosphere and soil, and they are combined and recombined in different ways. At each link in an ecosystem, matter and energy are conserved. (HS-LS2-4) Identify types of renewable and nonrenewable natural resources and explain the need for conservation. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Create a model tracking carbon atoms between inorganic and organic molecules in an ecosystem. Explain human impacts on climate based on this model. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Recognize that plants give off oxygen that is used by animals and animals give off carbon dioxide that is used by plants. Recognize that people and animals breathe in the oxygen that plants give off. Recognize that animals (consumers) eat animals and plants for food. Identify producers, consumers, and decomposers in a simple food chain. Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem. Identify the components of a food web, including sunlight, producers, consumers, and decomposers, and trace the flow of energy from the Sun. Explain the interrelated nature of photosynthesis and cellular respiration. Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. Photosynthesis and cellular respiration are important components of the carbon cycle, in which carbon is exchanged among the biosphere, atmosphere, oceans, and geosphere through chemical, physical, geological, and biological processes. (HS-LS2-5) Explain the interrelated nature of photosynthesis and cellular respiration. Living organisms acquire the energy they need for life processes through various metabolic pathways (primarily photosynthesis and cellular respiration). Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere. Identify the contributions of non-living elements, such as carbon and oxygen, to maintaining life in an ecosystem. Energy and nutrients move within and between biotic and abiotic components of ecosystems via physical, chemical and biological processes. Analyze the movement of matter and energy through the different biogeochemical cycles, including water and carbon. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Identify the reactants, products, and basic functions of photosynthesis. Identify the products and function of photosynthesis. Recognize that the function of photosynthesis is to produce food for plants. Identify types of renewable and nonrenewable natural resources and explain the need for conservation. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Recognize that plants give off oxygen that is used by animals and animals give off carbon dioxide that is used by plants. Recognize that people and animals breathe in the oxygen that plants give off. Recognize that animals (consumers) eat animals and plants for food. Identify producers, consumers, and decomposers in a simple food chain. Identify the components of a food web, including sunlight, producers, consumers, and decomposers, and trace the flow of energy from the Sun. Explain the interrelated nature of photosynthesis and cellular respiration. Living organisms acquire the energy they need for life processes through various metabolic pathways (primarily photosynthesis and cellular respiration). Enrichment: Ecosystems HHMI Enrichment Video: The Guide: A Biologist in Gorongosa Part 1 HHMI Enrichment Video: The Guide: A Biologist in Gorongosa Part 2 HHMI Enrichment Video: The Guide: A Biologist in Gorongosa Part 3 HHMI Enrichment Video: A Biologist in Gorongosa Learning Assessment HHMI Enrichment Activity: Creating Chains and Webs HHMI Enrichment Activity: Creating Chains and Webs Single-sided cards HHMI Enrichment Activity: Creating Chains and Webs Double-sided cards Chapter 5: Populations Chapter Opener: Populations eText: Populations Curriculum Standards: Discuss the need for adequate monitoring of environmental parameters when making policy decisions. Though the magnitudes of human impacts are greater than they have ever been, so too are human abilities to model, predict, and manage current and future impacts. (HS-ESS3-5) Discuss the need for adequate monitoring of environmental parameters when making policy decisions. Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Recognize possible changes in an ecosystem (biodiversity) that can result from natural catastrophic events, changes in climate, and human activity. Recognize changes in living things (biodiversity) that can result from natural catastrophic events and human activity. Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). Analyze mathematical and/or computational representations of population data that support explanations of factors that affect population size and carrying capacities of populations within an ecosystem. Examine a representative ecosystem and, based on interdependent relationships present, predict population size effects due to a given disturbance. Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. (secondary to HS-LS2-7), (HS-LS4-6) 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), Ecosystems have carrying capacities, which are limits to the numbers of organisms and populations they can support. These limits result from such factors as the availability of living and nonliving resources and from such challenges such as predation, competition, and disease. Organisms would have the capacity to produce populations of great size were it not for the fact that environments and resources are finite. This fundamental tension affects the abundance (number of individuals) of species in any given ecosystem. (HS-LS2- 1),(HS-LS2-2) Identify relationships among organisms, including helping each other (mutualism); obtaining food (predation); benefiting at the expense of the other (parasitism); and competing with each other for food, space, or shelter (competition). 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Analyze data using tools, technologies, and/or models in order to make valid and reliable scientific claims or determine an optimal design solution. 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. Moreover, anthropogenic changes (induced by human activity) in the environment—including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change—can disrupt an ecosystem and threaten the survival of some species. (HS-LS2-7) Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). 5. Plan investigations, (Design and evaluate a scientific investigation). Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data and refine the design accordingly. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. 10. Communicate results of scientific investigations, and 10. Communicate results of scientific investigations, and Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. Biodiversity is increased by the formation of new species (speciation) and decreased by the loss of species (extinction). (secondary to HS-LS2-7) 11. Evaluate the merits of the explanations produced by others. 11. Evaluate the merits of the explanations produced by others. a. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. a. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. Determine the central ideas or conclusions of a text; trace the text???s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text. Determine the central ideas or conclusions of a text; trace the text's explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text. By the end of grade 10, read and comprehend science/technical texts in the grades 9???10 text complexity band independently and proficiently. By the end of grade 10, read and comprehend science/technical texts in the grades 9-10 text complexity band independently and proficiently. Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words. Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from or supports the argument presented. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). e. Provide a concluding statement or section that follows from or supports the argument presented. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers. d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers. Evaluate evidence behind currently accepted explanations or solutions to determine the merits of arguments. b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience???s knowledge of the topic. b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience' knowledge of the topic. Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. Construct an explanation based on valid and reliable evidence obtained from a variety of sources (including students' own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that clean water and air are important for supporting life in an ecosystem. Recognize examples of mutual relationships between people and other living things. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Evaluate the validity and reliability of multiple claims, methods, and/or designs that appear in scientific and technical texts or media reports, verifying the data when possible. Discuss the need for adequate monitoring of environmental parameters when making policy decisions. Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Recognize possible changes in an ecosystem (biodiversity) that can result from natural catastrophic events, changes in climate, and human activity. Recognize changes in living things (biodiversity) that can result from natural catastrophic events and human activity. Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), Identify relationships among organisms, including helping each other (mutualism); obtaining food (predation); benefiting at the expense of the other (parasitism); and competing with each other for food, space, or shelter (competition). 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 10. Communicate results of scientific investigations, and Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. 11. Evaluate the merits of the explanations produced by others. a. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. Determine the central ideas or conclusions of a text; trace the text_?_s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text. By the end of grade 10, read and comprehend science/technical texts in the grades 9_?_10 text complexity band independently and proficiently. Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from or supports the argument presented. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers. b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience_?_s knowledge of the topic. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that clean water and air are important for supporting life in an ecosystem. Recognize examples of mutual relationships between people and other living things. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Biology Foundations: Populations Curriculum Standards: Discuss the need for adequate monitoring of environmental parameters when making policy decisions. Though the magnitudes of human impacts are greater than they have ever been, so too are human abilities to model, predict, and manage current and future impacts. (HS-ESS3-5) Discuss the need for adequate monitoring of environmental parameters when making policy decisions. Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Recognize possible changes in an ecosystem (biodiversity) that can result from natural catastrophic events, changes in climate, and human activity. Recognize changes in living things (biodiversity) that can result from natural catastrophic events and human activity. Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). Analyze mathematical and/or computational representations of population data that support explanations of factors that affect population size and carrying capacities of populations within an ecosystem. Examine a representative ecosystem and, based on interdependent relationships present, predict population size effects due to a given disturbance. Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. (secondary to HS-LS2-7), (HS-LS4-6) 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), Ecosystems have carrying capacities, which are limits to the numbers of organisms and populations they can support. These limits result from such factors as the availability of living and nonliving resources and from such challenges such as predation, competition, and disease. Organisms would have the capacity to produce populations of great size were it not for the fact that environments and resources are finite. This fundamental tension affects the abundance (number of individuals) of species in any given ecosystem. (HS-LS2- 1),(HS-LS2-2) Identify relationships among organisms, including helping each other (mutualism); obtaining food (predation); benefiting at the expense of the other (parasitism); and competing with each other for food, space, or shelter (competition). 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Analyze data using tools, technologies, and/or models in order to make valid and reliable scientific claims or determine an optimal design solution. 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. Moreover, anthropogenic changes (induced by human activity) in the environment—including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change—can disrupt an ecosystem and threaten the survival of some species. (HS-LS2-7) Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). 5. Plan investigations, (Design and evaluate a scientific investigation). Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data and refine the design accordingly. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. 10. Communicate results of scientific investigations, and 10. Communicate results of scientific investigations, and Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. Biodiversity is increased by the formation of new species (speciation) and decreased by the loss of species (extinction). (secondary to HS-LS2-7) 11. Evaluate the merits of the explanations produced by others. 11. Evaluate the merits of the explanations produced by others. a. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. a. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. Determine the central ideas or conclusions of a text; trace the text???s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text. Determine the central ideas or conclusions of a text; trace the text's explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text. By the end of grade 10, read and comprehend science/technical texts in the grades 9???10 text complexity band independently and proficiently. By the end of grade 10, read and comprehend science/technical texts in the grades 9-10 text complexity band independently and proficiently. Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words. Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from or supports the argument presented. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). e. Provide a concluding statement or section that follows from or supports the argument presented. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers. d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers. Evaluate evidence behind currently accepted explanations or solutions to determine the merits of arguments. b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience???s knowledge of the topic. b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience' knowledge of the topic. Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. Construct an explanation based on valid and reliable evidence obtained from a variety of sources (including students' own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that clean water and air are important for supporting life in an ecosystem. Recognize examples of mutual relationships between people and other living things. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Evaluate the validity and reliability of multiple claims, methods, and/or designs that appear in scientific and technical texts or media reports, verifying the data when possible. Discuss the need for adequate monitoring of environmental parameters when making policy decisions. Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Recognize possible changes in an ecosystem (biodiversity) that can result from natural catastrophic events, changes in climate, and human activity. Recognize changes in living things (biodiversity) that can result from natural catastrophic events and human activity. Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), Identify relationships among organisms, including helping each other (mutualism); obtaining food (predation); benefiting at the expense of the other (parasitism); and competing with each other for food, space, or shelter (competition). 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 10. Communicate results of scientific investigations, and Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. 11. Evaluate the merits of the explanations produced by others. a. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. Determine the central ideas or conclusions of a text; trace the text_?_s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text. By the end of grade 10, read and comprehend science/technical texts in the grades 9_?_10 text complexity band independently and proficiently. Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from or supports the argument presented. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers. b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience_?_s knowledge of the topic. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that clean water and air are important for supporting life in an ecosystem. Recognize examples of mutual relationships between people and other living things. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Lesson 1: How Populations Grow Connect Class Discussion: What Affects Population Size? Curriculum Standards: Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Analyze mathematical and/or computational representations of population data that support explanations of factors that affect population size and carrying capacities of populations within an ecosystem. Examine a representative ecosystem and, based on interdependent relationships present, predict population size effects due to a given disturbance. Ecosystems have carrying capacities, which are limits to the numbers of organisms and populations they can support. These limits result from such factors as the availability of living and nonliving resources and from such challenges such as predation, competition, and disease. Organisms would have the capacity to produce populations of great size were it not for the fact that environments and resources are finite. This fundamental tension affects the abundance (number of individuals) of species in any given ecosystem. (HS-LS2- 1),(HS-LS2-2) Identify relationships among organisms, including helping each other (mutualism); obtaining food (predation); benefiting at the expense of the other (parasitism); and competing with each other for food, space, or shelter (competition). Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Identify relationships among organisms, including helping each other (mutualism); obtaining food (predation); benefiting at the expense of the other (parasitism); and competing with each other for food, space, or shelter (competition). Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Investigate eText: How Populations Grow Curriculum Standards: Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Analyze mathematical and/or computational representations of population data that support explanations of factors that affect population size and carrying capacities of populations within an ecosystem. Examine a representative ecosystem and, based on interdependent relationships present, predict population size effects due to a given disturbance. Ecosystems have carrying capacities, which are limits to the numbers of organisms and populations they can support. These limits result from such factors as the availability of living and nonliving resources and from such challenges such as predation, competition, and disease. Organisms would have the capacity to produce populations of great size were it not for the fact that environments and resources are finite. This fundamental tension affects the abundance (number of individuals) of species in any given ecosystem. (HS-LS2- 1),(HS-LS2-2) Identify relationships among organisms, including helping each other (mutualism); obtaining food (predation); benefiting at the expense of the other (parasitism); and competing with each other for food, space, or shelter (competition). Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Identify relationships among organisms, including helping each other (mutualism); obtaining food (predation); benefiting at the expense of the other (parasitism); and competing with each other for food, space, or shelter (competition). Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Interactivity: Describing Populations Curriculum Standards: Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Analyze mathematical and/or computational representations of population data that support explanations of factors that affect population size and carrying capacities of populations within an ecosystem. Examine a representative ecosystem and, based on interdependent relationships present, predict population size effects due to a given disturbance. Ecosystems have carrying capacities, which are limits to the numbers of organisms and populations they can support. These limits result from such factors as the availability of living and nonliving resources and from such challenges such as predation, competition, and disease. Organisms would have the capacity to produce populations of great size were it not for the fact that environments and resources are finite. This fundamental tension affects the abundance (number of individuals) of species in any given ecosystem. (HS-LS2- 1),(HS-LS2-2) Identify relationships among organisms, including helping each other (mutualism); obtaining food (predation); benefiting at the expense of the other (parasitism); and competing with each other for food, space, or shelter (competition). Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Identify relationships among organisms, including helping each other (mutualism); obtaining food (predation); benefiting at the expense of the other (parasitism); and competing with each other for food, space, or shelter (competition). Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Spanish Workbook: How Populations Grow Editable Presentation: How Populations Grow Synthesize Interactive Video: Population Changes of Giant Pandas Curriculum Standards: Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Analyze mathematical and/or computational representations of population data that support explanations of factors that affect population size and carrying capacities of populations within an ecosystem. Examine a representative ecosystem and, based on interdependent relationships present, predict population size effects due to a given disturbance. Ecosystems have carrying capacities, which are limits to the numbers of organisms and populations they can support. These limits result from such factors as the availability of living and nonliving resources and from such challenges such as predation, competition, and disease. Organisms would have the capacity to produce populations of great size were it not for the fact that environments and resources are finite. This fundamental tension affects the abundance (number of individuals) of species in any given ecosystem. (HS-LS2- 1),(HS-LS2-2) Identify relationships among organisms, including helping each other (mutualism); obtaining food (predation); benefiting at the expense of the other (parasitism); and competing with each other for food, space, or shelter (competition). Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Identify relationships among organisms, including helping each other (mutualism); obtaining food (predation); benefiting at the expense of the other (parasitism); and competing with each other for food, space, or shelter (competition). Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Modeling Lab: Estimating Population Size Curriculum Standards: Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). Analyze mathematical and/or computational representations of population data that support explanations of factors that affect population size and carrying capacities of populations within an ecosystem. Examine a representative ecosystem and, based on interdependent relationships present, predict population size effects due to a given disturbance. 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), Ecosystems have carrying capacities, which are limits to the numbers of organisms and populations they can support. These limits result from such factors as the availability of living and nonliving resources and from such challenges such as predation, competition, and disease. Organisms would have the capacity to produce populations of great size were it not for the fact that environments and resources are finite. This fundamental tension affects the abundance (number of individuals) of species in any given ecosystem. (HS-LS2- 1),(HS-LS2-2) Identify relationships among organisms, including helping each other (mutualism); obtaining food (predation); benefiting at the expense of the other (parasitism); and competing with each other for food, space, or shelter (competition). 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Analyze data using tools, technologies, and/or models in order to make valid and reliable scientific claims or determine an optimal design solution. 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). 5. Plan investigations, (Design and evaluate a scientific investigation). Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data and refine the design accordingly. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. 10. Communicate results of scientific investigations, and 10. Communicate results of scientific investigations, and Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. 11. Evaluate the merits of the explanations produced by others. 11. Evaluate the merits of the explanations produced by others. Evaluate evidence behind currently accepted explanations or solutions to determine the merits of arguments. Construct an explanation based on valid and reliable evidence obtained from a variety of sources (including students' own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Evaluate the validity and reliability of multiple claims, methods, and/or designs that appear in scientific and technical texts or media reports, verifying the data when possible. Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), Identify relationships among organisms, including helping each other (mutualism); obtaining food (predation); benefiting at the expense of the other (parasitism); and competing with each other for food, space, or shelter (competition). 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 10. Communicate results of scientific investigations, and Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. 11. Evaluate the merits of the explanations produced by others. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Foundations Modeling Lab: Estimating Population Size Curriculum Standards: Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). Analyze mathematical and/or computational representations of population data that support explanations of factors that affect population size and carrying capacities of populations within an ecosystem. Examine a representative ecosystem and, based on interdependent relationships present, predict population size effects due to a given disturbance. 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), Ecosystems have carrying capacities, which are limits to the numbers of organisms and populations they can support. These limits result from such factors as the availability of living and nonliving resources and from such challenges such as predation, competition, and disease. Organisms would have the capacity to produce populations of great size were it not for the fact that environments and resources are finite. This fundamental tension affects the abundance (number of individuals) of species in any given ecosystem. (HS-LS2- 1),(HS-LS2-2) Identify relationships among organisms, including helping each other (mutualism); obtaining food (predation); benefiting at the expense of the other (parasitism); and competing with each other for food, space, or shelter (competition). 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Analyze data using tools, technologies, and/or models in order to make valid and reliable scientific claims or determine an optimal design solution. 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). 5. Plan investigations, (Design and evaluate a scientific investigation). Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data and refine the design accordingly. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. 10. Communicate results of scientific investigations, and 10. Communicate results of scientific investigations, and Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. 11. Evaluate the merits of the explanations produced by others. 11. Evaluate the merits of the explanations produced by others. Evaluate evidence behind currently accepted explanations or solutions to determine the merits of arguments. Construct an explanation based on valid and reliable evidence obtained from a variety of sources (including students' own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Evaluate the validity and reliability of multiple claims, methods, and/or designs that appear in scientific and technical texts or media reports, verifying the data when possible. Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), Identify relationships among organisms, including helping each other (mutualism); obtaining food (predation); benefiting at the expense of the other (parasitism); and competing with each other for food, space, or shelter (competition). 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 10. Communicate results of scientific investigations, and Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. 11. Evaluate the merits of the explanations produced by others. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Demonstrate eText: Lesson Review: How Populations Grow Curriculum Standards: Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Analyze mathematical and/or computational representations of population data that support explanations of factors that affect population size and carrying capacities of populations within an ecosystem. Examine a representative ecosystem and, based on interdependent relationships present, predict population size effects due to a given disturbance. Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. Ecosystems have carrying capacities, which are limits to the numbers of organisms and populations they can support. These limits result from such factors as the availability of living and nonliving resources and from such challenges such as predation, competition, and disease. Organisms would have the capacity to produce populations of great size were it not for the fact that environments and resources are finite. This fundamental tension affects the abundance (number of individuals) of species in any given ecosystem. (HS-LS2- 1),(HS-LS2-2) Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Quiz Review: How Populations Grow Curriculum Standards: Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Analyze mathematical and/or computational representations of population data that support explanations of factors that affect population size and carrying capacities of populations within an ecosystem. Examine a representative ecosystem and, based on interdependent relationships present, predict population size effects due to a given disturbance. Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. Ecosystems have carrying capacities, which are limits to the numbers of organisms and populations they can support. These limits result from such factors as the availability of living and nonliving resources and from such challenges such as predation, competition, and disease. Organisms would have the capacity to produce populations of great size were it not for the fact that environments and resources are finite. This fundamental tension affects the abundance (number of individuals) of species in any given ecosystem. (HS-LS2- 1),(HS-LS2-2) Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Editable Quiz: How Populations Grow Curriculum Standards: Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Analyze mathematical and/or computational representations of population data that support explanations of factors that affect population size and carrying capacities of populations within an ecosystem. Examine a representative ecosystem and, based on interdependent relationships present, predict population size effects due to a given disturbance. Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. Ecosystems have carrying capacities, which are limits to the numbers of organisms and populations they can support. These limits result from such factors as the availability of living and nonliving resources and from such challenges such as predation, competition, and disease. Organisms would have the capacity to produce populations of great size were it not for the fact that environments and resources are finite. This fundamental tension affects the abundance (number of individuals) of species in any given ecosystem. (HS-LS2- 1),(HS-LS2-2) Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Quiz: How Populations Grow Curriculum Standards: Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Analyze mathematical and/or computational representations of population data that support explanations of factors that affect population size and carrying capacities of populations within an ecosystem. Examine a representative ecosystem and, based on interdependent relationships present, predict population size effects due to a given disturbance. Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. Ecosystems have carrying capacities, which are limits to the numbers of organisms and populations they can support. These limits result from such factors as the availability of living and nonliving resources and from such challenges such as predation, competition, and disease. Organisms would have the capacity to produce populations of great size were it not for the fact that environments and resources are finite. This fundamental tension affects the abundance (number of individuals) of species in any given ecosystem. (HS-LS2- 1),(HS-LS2-2) Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Lesson 2: Limits to Growth Connect Video: Weeds of Mass Destruction Investigate eText: Limits to Growth Curriculum Standards: Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Analyze mathematical and/or computational representations of population data that support explanations of factors that affect population size and carrying capacities of populations within an ecosystem. Examine a representative ecosystem and, based on interdependent relationships present, predict population size effects due to a given disturbance. Ecosystems have carrying capacities, which are limits to the numbers of organisms and populations they can support. These limits result from such factors as the availability of living and nonliving resources and from such challenges such as predation, competition, and disease. Organisms would have the capacity to produce populations of great size were it not for the fact that environments and resources are finite. This fundamental tension affects the abundance (number of individuals) of species in any given ecosystem. (HS-LS2- 1),(HS-LS2-2) Identify relationships among organisms, including helping each other (mutualism); obtaining food (predation); benefiting at the expense of the other (parasitism); and competing with each other for food, space, or shelter (competition). Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Identify relationships among organisms, including helping each other (mutualism); obtaining food (predation); benefiting at the expense of the other (parasitism); and competing with each other for food, space, or shelter (competition). Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Interactivity: Limiting Factors Curriculum Standards: Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Analyze mathematical and/or computational representations of population data that support explanations of factors that affect population size and carrying capacities of populations within an ecosystem. Examine a representative ecosystem and, based on interdependent relationships present, predict population size effects due to a given disturbance. Ecosystems have carrying capacities, which are limits to the numbers of organisms and populations they can support. These limits result from such factors as the availability of living and nonliving resources and from such challenges such as predation, competition, and disease. Organisms would have the capacity to produce populations of great size were it not for the fact that environments and resources are finite. This fundamental tension affects the abundance (number of individuals) of species in any given ecosystem. (HS-LS2- 1),(HS-LS2-2) Identify relationships among organisms, including helping each other (mutualism); obtaining food (predation); benefiting at the expense of the other (parasitism); and competing with each other for food, space, or shelter (competition). Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Identify relationships among organisms, including helping each other (mutualism); obtaining food (predation); benefiting at the expense of the other (parasitism); and competing with each other for food, space, or shelter (competition). Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Analyzing Data: Monarchs in Decline Curriculum Standards: Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Analyze mathematical and/or computational representations of population data that support explanations of factors that affect population size and carrying capacities of populations within an ecosystem. Examine a representative ecosystem and, based on interdependent relationships present, predict population size effects due to a given disturbance. Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Spanish Workbook: Limits to Growth Editable Presentation: Limits to Growth Synthesize PBL Science Skills Activity: Pythons in the Everglades Curriculum Standards: Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Analyze mathematical and/or computational representations of population data that support explanations of factors that affect population size and carrying capacities of populations within an ecosystem. Examine a representative ecosystem and, based on interdependent relationships present, predict population size effects due to a given disturbance. Ecosystems have carrying capacities, which are limits to the numbers of organisms and populations they can support. These limits result from such factors as the availability of living and nonliving resources and from such challenges such as predation, competition, and disease. Organisms would have the capacity to produce populations of great size were it not for the fact that environments and resources are finite. This fundamental tension affects the abundance (number of individuals) of species in any given ecosystem. (HS-LS2- 1),(HS-LS2-2) Identify relationships among organisms, including helping each other (mutualism); obtaining food (predation); benefiting at the expense of the other (parasitism); and competing with each other for food, space, or shelter (competition). Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Identify relationships among organisms, including helping each other (mutualism); obtaining food (predation); benefiting at the expense of the other (parasitism); and competing with each other for food, space, or shelter (competition). Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. PBL Science Skills Worksheet: Pythons in the Everglades Curriculum Standards: Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Analyze mathematical and/or computational representations of population data that support explanations of factors that affect population size and carrying capacities of populations within an ecosystem. Examine a representative ecosystem and, based on interdependent relationships present, predict population size effects due to a given disturbance. Ecosystems have carrying capacities, which are limits to the numbers of organisms and populations they can support. These limits result from such factors as the availability of living and nonliving resources and from such challenges such as predation, competition, and disease. Organisms would have the capacity to produce populations of great size were it not for the fact that environments and resources are finite. This fundamental tension affects the abundance (number of individuals) of species in any given ecosystem. (HS-LS2- 1),(HS-LS2-2) Identify relationships among organisms, including helping each other (mutualism); obtaining food (predation); benefiting at the expense of the other (parasitism); and competing with each other for food, space, or shelter (competition). Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Identify relationships among organisms, including helping each other (mutualism); obtaining food (predation); benefiting at the expense of the other (parasitism); and competing with each other for food, space, or shelter (competition). Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. PBL STEM Project: Controlling Local Invasives Demonstrate eText: Lesson Review: Limits to Growth Curriculum Standards: Species become extinct because they can no longer survive and reproduce in their altered environment. If members cannot adjust to change that is too fast or drastic, the opportunity for the species' evolution is lost. (HS-LS4-5) Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Ecosystems have carrying capacities, which are limits to the numbers of organisms and populations they can support. These limits result from such factors as the availability of living and nonliving resources and from such challenges such as predation, competition, and disease. Organisms would have the capacity to produce populations of great size were it not for the fact that environments and resources are finite. This fundamental tension affects the abundance (number of individuals) of species in any given ecosystem. (HS-LS2- 1),(HS-LS2-2) Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Identify relationships among organisms, including helping each other (mutualism); obtaining food (predation); benefiting at the expense of the other (parasitism); and competing with each other for food, space, or shelter (competition). Analyze mathematical and/or computational representations of population data that support explanations of factors that affect population size and carrying capacities of populations within an ecosystem. Examine a representative ecosystem and, based on interdependent relationships present, predict population size effects due to a given disturbance. Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. Changes in the physical environment, whether naturally occurring or human induced, have thus contributed to the expansion of some species, the emergence of new distinct species as populations diverge under different conditions, and the decline—and sometimes the extinction—of some species. (HS-LS4-5) Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Identify that living things in an ecosystem are affected by changes in the environment, such as changes to the food supply, climate change, or the introduction of predators. Recognize what happens to plants and animals when they don't get enough food or water. Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Identify relationships among organisms, including helping each other (mutualism); obtaining food (predation); benefiting at the expense of the other (parasitism); and competing with each other for food, space, or shelter (competition). Identify that living things in an ecosystem are affected by changes in the environment, such as changes to the food supply, climate change, or the introduction of predators. Recognize what happens to plants and animals when they don't get enough food or water. Quiz Review: Limits to Growth Curriculum Standards: Species become extinct because they can no longer survive and reproduce in their altered environment. If members cannot adjust to change that is too fast or drastic, the opportunity for the species' evolution is lost. (HS-LS4-5) Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Ecosystems have carrying capacities, which are limits to the numbers of organisms and populations they can support. These limits result from such factors as the availability of living and nonliving resources and from such challenges such as predation, competition, and disease. Organisms would have the capacity to produce populations of great size were it not for the fact that environments and resources are finite. This fundamental tension affects the abundance (number of individuals) of species in any given ecosystem. (HS-LS2- 1),(HS-LS2-2) Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Identify relationships among organisms, including helping each other (mutualism); obtaining food (predation); benefiting at the expense of the other (parasitism); and competing with each other for food, space, or shelter (competition). Analyze mathematical and/or computational representations of population data that support explanations of factors that affect population size and carrying capacities of populations within an ecosystem. Examine a representative ecosystem and, based on interdependent relationships present, predict population size effects due to a given disturbance. Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. Changes in the physical environment, whether naturally occurring or human induced, have thus contributed to the expansion of some species, the emergence of new distinct species as populations diverge under different conditions, and the decline—and sometimes the extinction—of some species. (HS-LS4-5) Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Identify that living things in an ecosystem are affected by changes in the environment, such as changes to the food supply, climate change, or the introduction of predators. Recognize what happens to plants and animals when they don't get enough food or water. Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Identify relationships among organisms, including helping each other (mutualism); obtaining food (predation); benefiting at the expense of the other (parasitism); and competing with each other for food, space, or shelter (competition). Identify that living things in an ecosystem are affected by changes in the environment, such as changes to the food supply, climate change, or the introduction of predators. Recognize what happens to plants and animals when they don't get enough food or water. Editable Quiz: Limits to Growth Curriculum Standards: Species become extinct because they can no longer survive and reproduce in their altered environment. If members cannot adjust to change that is too fast or drastic, the opportunity for the species' evolution is lost. (HS-LS4-5) Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Ecosystems have carrying capacities, which are limits to the numbers of organisms and populations they can support. These limits result from such factors as the availability of living and nonliving resources and from such challenges such as predation, competition, and disease. Organisms would have the capacity to produce populations of great size were it not for the fact that environments and resources are finite. This fundamental tension affects the abundance (number of individuals) of species in any given ecosystem. (HS-LS2- 1),(HS-LS2-2) Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Identify relationships among organisms, including helping each other (mutualism); obtaining food (predation); benefiting at the expense of the other (parasitism); and competing with each other for food, space, or shelter (competition). Analyze mathematical and/or computational representations of population data that support explanations of factors that affect population size and carrying capacities of populations within an ecosystem. Examine a representative ecosystem and, based on interdependent relationships present, predict population size effects due to a given disturbance. Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. Changes in the physical environment, whether naturally occurring or human induced, have thus contributed to the expansion of some species, the emergence of new distinct species as populations diverge under different conditions, and the decline—and sometimes the extinction—of some species. (HS-LS4-5) Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Identify that living things in an ecosystem are affected by changes in the environment, such as changes to the food supply, climate change, or the introduction of predators. Recognize what happens to plants and animals when they don't get enough food or water. Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Identify relationships among organisms, including helping each other (mutualism); obtaining food (predation); benefiting at the expense of the other (parasitism); and competing with each other for food, space, or shelter (competition). Identify that living things in an ecosystem are affected by changes in the environment, such as changes to the food supply, climate change, or the introduction of predators. Recognize what happens to plants and animals when they don't get enough food or water. Quiz: Limits to Growth Curriculum Standards: Species become extinct because they can no longer survive and reproduce in their altered environment. If members cannot adjust to change that is too fast or drastic, the opportunity for the species' evolution is lost. (HS-LS4-5) Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Ecosystems have carrying capacities, which are limits to the numbers of organisms and populations they can support. These limits result from such factors as the availability of living and nonliving resources and from such challenges such as predation, competition, and disease. Organisms would have the capacity to produce populations of great size were it not for the fact that environments and resources are finite. This fundamental tension affects the abundance (number of individuals) of species in any given ecosystem. (HS-LS2- 1),(HS-LS2-2) Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Identify relationships among organisms, including helping each other (mutualism); obtaining food (predation); benefiting at the expense of the other (parasitism); and competing with each other for food, space, or shelter (competition). Analyze mathematical and/or computational representations of population data that support explanations of factors that affect population size and carrying capacities of populations within an ecosystem. Examine a representative ecosystem and, based on interdependent relationships present, predict population size effects due to a given disturbance. Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. Changes in the physical environment, whether naturally occurring or human induced, have thus contributed to the expansion of some species, the emergence of new distinct species as populations diverge under different conditions, and the decline—and sometimes the extinction—of some species. (HS-LS4-5) Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Identify that living things in an ecosystem are affected by changes in the environment, such as changes to the food supply, climate change, or the introduction of predators. Recognize what happens to plants and animals when they don't get enough food or water. Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Identify relationships among organisms, including helping each other (mutualism); obtaining food (predation); benefiting at the expense of the other (parasitism); and competing with each other for food, space, or shelter (competition). Identify that living things in an ecosystem are affected by changes in the environment, such as changes to the food supply, climate change, or the introduction of predators. Recognize what happens to plants and animals when they don't get enough food or water. Lesson 3: Human Population Growth Connect Class Discussion: How Fast Are We Growing? Curriculum Standards: Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Analyze mathematical and/or computational representations of population data that support explanations of factors that affect population size and carrying capacities of populations within an ecosystem. Examine a representative ecosystem and, based on interdependent relationships present, predict population size effects due to a given disturbance. Ecosystems have carrying capacities, which are limits to the numbers of organisms and populations they can support. These limits result from such factors as the availability of living and nonliving resources and from such challenges such as predation, competition, and disease. Organisms would have the capacity to produce populations of great size were it not for the fact that environments and resources are finite. This fundamental tension affects the abundance (number of individuals) of species in any given ecosystem. (HS-LS2- 1),(HS-LS2-2) Identify relationships among organisms, including helping each other (mutualism); obtaining food (predation); benefiting at the expense of the other (parasitism); and competing with each other for food, space, or shelter (competition). Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Identify relationships among organisms, including helping each other (mutualism); obtaining food (predation); benefiting at the expense of the other (parasitism); and competing with each other for food, space, or shelter (competition). Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Investigate eText: Human Population Growth Curriculum Standards: Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Analyze mathematical and/or computational representations of population data that support explanations of factors that affect population size and carrying capacities of populations within an ecosystem. Examine a representative ecosystem and, based on interdependent relationships present, predict population size effects due to a given disturbance. Ecosystems have carrying capacities, which are limits to the numbers of organisms and populations they can support. These limits result from such factors as the availability of living and nonliving resources and from such challenges such as predation, competition, and disease. Organisms would have the capacity to produce populations of great size were it not for the fact that environments and resources are finite. This fundamental tension affects the abundance (number of individuals) of species in any given ecosystem. (HS-LS2- 1),(HS-LS2-2) Identify relationships among organisms, including helping each other (mutualism); obtaining food (predation); benefiting at the expense of the other (parasitism); and competing with each other for food, space, or shelter (competition). Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Identify relationships among organisms, including helping each other (mutualism); obtaining food (predation); benefiting at the expense of the other (parasitism); and competing with each other for food, space, or shelter (competition). Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Quick Lab: Modeling Population Changes Curriculum Standards: Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Analyze mathematical and/or computational representations of population data that support explanations of factors that affect population size and carrying capacities of populations within an ecosystem. Examine a representative ecosystem and, based on interdependent relationships present, predict population size effects due to a given disturbance. Ecosystems have carrying capacities, which are limits to the numbers of organisms and populations they can support. These limits result from such factors as the availability of living and nonliving resources and from such challenges such as predation, competition, and disease. Organisms would have the capacity to produce populations of great size were it not for the fact that environments and resources are finite. This fundamental tension affects the abundance (number of individuals) of species in any given ecosystem. (HS-LS2- 1),(HS-LS2-2) Identify relationships among organisms, including helping each other (mutualism); obtaining food (predation); benefiting at the expense of the other (parasitism); and competing with each other for food, space, or shelter (competition). Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Identify relationships among organisms, including helping each other (mutualism); obtaining food (predation); benefiting at the expense of the other (parasitism); and competing with each other for food, space, or shelter (competition). Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Interactivity: Human Population Growth Curriculum Standards: Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Analyze mathematical and/or computational representations of population data that support explanations of factors that affect population size and carrying capacities of populations within an ecosystem. Examine a representative ecosystem and, based on interdependent relationships present, predict population size effects due to a given disturbance. Ecosystems have carrying capacities, which are limits to the numbers of organisms and populations they can support. These limits result from such factors as the availability of living and nonliving resources and from such challenges such as predation, competition, and disease. Organisms would have the capacity to produce populations of great size were it not for the fact that environments and resources are finite. This fundamental tension affects the abundance (number of individuals) of species in any given ecosystem. (HS-LS2- 1),(HS-LS2-2) Identify relationships among organisms, including helping each other (mutualism); obtaining food (predation); benefiting at the expense of the other (parasitism); and competing with each other for food, space, or shelter (competition). Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Identify relationships among organisms, including helping each other (mutualism); obtaining food (predation); benefiting at the expense of the other (parasitism); and competing with each other for food, space, or shelter (competition). Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Spanish Workbook: Human Population Growth Editable Presentation: Human Population Growth Synthesize Simulation: Investigate Population Growth Rates Curriculum Standards: Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Analyze mathematical and/or computational representations of population data that support explanations of factors that affect population size and carrying capacities of populations within an ecosystem. Examine a representative ecosystem and, based on interdependent relationships present, predict population size effects due to a given disturbance. Ecosystems have carrying capacities, which are limits to the numbers of organisms and populations they can support. These limits result from such factors as the availability of living and nonliving resources and from such challenges such as predation, competition, and disease. Organisms would have the capacity to produce populations of great size were it not for the fact that environments and resources are finite. This fundamental tension affects the abundance (number of individuals) of species in any given ecosystem. (HS-LS2- 1),(HS-LS2-2) Identify relationships among organisms, including helping each other (mutualism); obtaining food (predation); benefiting at the expense of the other (parasitism); and competing with each other for food, space, or shelter (competition). Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Identify relationships among organisms, including helping each other (mutualism); obtaining food (predation); benefiting at the expense of the other (parasitism); and competing with each other for food, space, or shelter (competition). Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Demonstrate eText: Lesson Review: Human Population Growth Curriculum Standards: Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Analyze mathematical and/or computational representations of population data that support explanations of factors that affect population size and carrying capacities of populations within an ecosystem. Examine a representative ecosystem and, based on interdependent relationships present, predict population size effects due to a given disturbance. Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Quiz Review: Human Population Growth Curriculum Standards: Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Analyze mathematical and/or computational representations of population data that support explanations of factors that affect population size and carrying capacities of populations within an ecosystem. Examine a representative ecosystem and, based on interdependent relationships present, predict population size effects due to a given disturbance. Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Editable Quiz: Human Population Growth Curriculum Standards: Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Analyze mathematical and/or computational representations of population data that support explanations of factors that affect population size and carrying capacities of populations within an ecosystem. Examine a representative ecosystem and, based on interdependent relationships present, predict population size effects due to a given disturbance. Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Quiz: Human Population Growth Curriculum Standards: Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Analyze mathematical and/or computational representations of population data that support explanations of factors that affect population size and carrying capacities of populations within an ecosystem. Examine a representative ecosystem and, based on interdependent relationships present, predict population size effects due to a given disturbance. Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Chapter Close: Populations eText: Case Study Wrap-Up: What Can We Learn from China? Curriculum Standards: Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Recognize possible changes in an ecosystem (biodiversity) that can result from natural catastrophic events, changes in climate, and human activity. Recognize changes in living things (biodiversity) that can result from natural catastrophic events and human activity. Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Analyze mathematical and/or computational representations of population data that support explanations of factors that affect population size and carrying capacities of populations within an ecosystem. Examine a representative ecosystem and, based on interdependent relationships present, predict population size effects due to a given disturbance. Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. (secondary to HS-LS2-7), (HS-LS4-6) Ecosystems have carrying capacities, which are limits to the numbers of organisms and populations they can support. These limits result from such factors as the availability of living and nonliving resources and from such challenges such as predation, competition, and disease. Organisms would have the capacity to produce populations of great size were it not for the fact that environments and resources are finite. This fundamental tension affects the abundance (number of individuals) of species in any given ecosystem. (HS-LS2- 1),(HS-LS2-2) Identify relationships among organisms, including helping each other (mutualism); obtaining food (predation); benefiting at the expense of the other (parasitism); and competing with each other for food, space, or shelter (competition). Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. Moreover, anthropogenic changes (induced by human activity) in the environment—including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change—can disrupt an ecosystem and threaten the survival of some species. (HS-LS2-7) Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. Biodiversity is increased by the formation of new species (speciation) and decreased by the loss of species (extinction). (secondary to HS-LS2-7) Identify that clean water and air are important for supporting life in an ecosystem. Recognize examples of mutual relationships between people and other living things. Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Recognize possible changes in an ecosystem (biodiversity) that can result from natural catastrophic events, changes in climate, and human activity. Recognize changes in living things (biodiversity) that can result from natural catastrophic events and human activity. Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Identify relationships among organisms, including helping each other (mutualism); obtaining food (predation); benefiting at the expense of the other (parasitism); and competing with each other for food, space, or shelter (competition). Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Identify that clean water and air are important for supporting life in an ecosystem. Recognize examples of mutual relationships between people and other living things. HHMI Career Video: Tracking Lion Recovery in Gorongosa National Park eText: Chapter 5 Study Guide Curriculum Standards: Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Ecosystems have carrying capacities, which are limits to the numbers of organisms and populations they can support. These limits result from such factors as the availability of living and nonliving resources and from such challenges such as predation, competition, and disease. Organisms would have the capacity to produce populations of great size were it not for the fact that environments and resources are finite. This fundamental tension affects the abundance (number of individuals) of species in any given ecosystem. (HS-LS2- 1),(HS-LS2-2) Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Identify relationships among organisms, including helping each other (mutualism); obtaining food (predation); benefiting at the expense of the other (parasitism); and competing with each other for food, space, or shelter (competition). Analyze mathematical and/or computational representations of population data that support explanations of factors that affect population size and carrying capacities of populations within an ecosystem. Examine a representative ecosystem and, based on interdependent relationships present, predict population size effects due to a given disturbance. Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. Changes in the physical environment, whether naturally occurring or human induced, have thus contributed to the expansion of some species, the emergence of new distinct species as populations diverge under different conditions, and the decline—and sometimes the extinction—of some species. (HS-LS4-5) Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Identify relationships among organisms, including helping each other (mutualism); obtaining food (predation); benefiting at the expense of the other (parasitism); and competing with each other for food, space, or shelter (competition). eText: Performance-Based-Assessment: A Tale of Two Countries China and India Curriculum Standards: Discuss the need for adequate monitoring of environmental parameters when making policy decisions. Though the magnitudes of human impacts are greater than they have ever been, so too are human abilities to model, predict, and manage current and future impacts. (HS-ESS3-5) Discuss the need for adequate monitoring of environmental parameters when making policy decisions. Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Analyze mathematical and/or computational representations of population data that support explanations of factors that affect population size and carrying capacities of populations within an ecosystem. Examine a representative ecosystem and, based on interdependent relationships present, predict population size effects due to a given disturbance. Ecosystems have carrying capacities, which are limits to the numbers of organisms and populations they can support. These limits result from such factors as the availability of living and nonliving resources and from such challenges such as predation, competition, and disease. Organisms would have the capacity to produce populations of great size were it not for the fact that environments and resources are finite. This fundamental tension affects the abundance (number of individuals) of species in any given ecosystem. (HS-LS2- 1),(HS-LS2-2) Identify relationships among organisms, including helping each other (mutualism); obtaining food (predation); benefiting at the expense of the other (parasitism); and competing with each other for food, space, or shelter (competition). Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words. Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words. Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. Discuss the need for adequate monitoring of environmental parameters when making policy decisions. Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Identify relationships among organisms, including helping each other (mutualism); obtaining food (predation); benefiting at the expense of the other (parasitism); and competing with each other for food, space, or shelter (competition). Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words. eText: Chapter 5 Assessment Curriculum Standards: Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Ecosystems have carrying capacities, which are limits to the numbers of organisms and populations they can support. These limits result from such factors as the availability of living and nonliving resources and from such challenges such as predation, competition, and disease. Organisms would have the capacity to produce populations of great size were it not for the fact that environments and resources are finite. This fundamental tension affects the abundance (number of individuals) of species in any given ecosystem. (HS-LS2- 1),(HS-LS2-2) Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Identify relationships among organisms, including helping each other (mutualism); obtaining food (predation); benefiting at the expense of the other (parasitism); and competing with each other for food, space, or shelter (competition). Analyze mathematical and/or computational representations of population data that support explanations of factors that affect population size and carrying capacities of populations within an ecosystem. Examine a representative ecosystem and, based on interdependent relationships present, predict population size effects due to a given disturbance. Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. Changes in the physical environment, whether naturally occurring or human induced, have thus contributed to the expansion of some species, the emergence of new distinct species as populations diverge under different conditions, and the decline—and sometimes the extinction—of some species. (HS-LS4-5) Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Identify relationships among organisms, including helping each other (mutualism); obtaining food (predation); benefiting at the expense of the other (parasitism); and competing with each other for food, space, or shelter (competition). Test Review: Populations Curriculum Standards: Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Ecosystems have carrying capacities, which are limits to the numbers of organisms and populations they can support. These limits result from such factors as the availability of living and nonliving resources and from such challenges such as predation, competition, and disease. Organisms would have the capacity to produce populations of great size were it not for the fact that environments and resources are finite. This fundamental tension affects the abundance (number of individuals) of species in any given ecosystem. (HS-LS2- 1),(HS-LS2-2) Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Identify relationships among organisms, including helping each other (mutualism); obtaining food (predation); benefiting at the expense of the other (parasitism); and competing with each other for food, space, or shelter (competition). Analyze mathematical and/or computational representations of population data that support explanations of factors that affect population size and carrying capacities of populations within an ecosystem. Examine a representative ecosystem and, based on interdependent relationships present, predict population size effects due to a given disturbance. Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. Changes in the physical environment, whether naturally occurring or human induced, have thus contributed to the expansion of some species, the emergence of new distinct species as populations diverge under different conditions, and the decline—and sometimes the extinction—of some species. (HS-LS4-5) Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Identify relationships among organisms, including helping each other (mutualism); obtaining food (predation); benefiting at the expense of the other (parasitism); and competing with each other for food, space, or shelter (competition). Editable Test: Populations Curriculum Standards: Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Ecosystems have carrying capacities, which are limits to the numbers of organisms and populations they can support. These limits result from such factors as the availability of living and nonliving resources and from such challenges such as predation, competition, and disease. Organisms would have the capacity to produce populations of great size were it not for the fact that environments and resources are finite. This fundamental tension affects the abundance (number of individuals) of species in any given ecosystem. (HS-LS2- 1),(HS-LS2-2) Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Identify relationships among organisms, including helping each other (mutualism); obtaining food (predation); benefiting at the expense of the other (parasitism); and competing with each other for food, space, or shelter (competition). Analyze mathematical and/or computational representations of population data that support explanations of factors that affect population size and carrying capacities of populations within an ecosystem. Examine a representative ecosystem and, based on interdependent relationships present, predict population size effects due to a given disturbance. Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. Changes in the physical environment, whether naturally occurring or human induced, have thus contributed to the expansion of some species, the emergence of new distinct species as populations diverge under different conditions, and the decline—and sometimes the extinction—of some species. (HS-LS4-5) Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Identify relationships among organisms, including helping each other (mutualism); obtaining food (predation); benefiting at the expense of the other (parasitism); and competing with each other for food, space, or shelter (competition). Test: Populations Curriculum Standards: Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Ecosystems have carrying capacities, which are limits to the numbers of organisms and populations they can support. These limits result from such factors as the availability of living and nonliving resources and from such challenges such as predation, competition, and disease. Organisms would have the capacity to produce populations of great size were it not for the fact that environments and resources are finite. This fundamental tension affects the abundance (number of individuals) of species in any given ecosystem. (HS-LS2- 1),(HS-LS2-2) Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Identify relationships among organisms, including helping each other (mutualism); obtaining food (predation); benefiting at the expense of the other (parasitism); and competing with each other for food, space, or shelter (competition). Analyze mathematical and/or computational representations of population data that support explanations of factors that affect population size and carrying capacities of populations within an ecosystem. Examine a representative ecosystem and, based on interdependent relationships present, predict population size effects due to a given disturbance. Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. Changes in the physical environment, whether naturally occurring or human induced, have thus contributed to the expansion of some species, the emergence of new distinct species as populations diverge under different conditions, and the decline—and sometimes the extinction—of some species. (HS-LS4-5) Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Identify relationships among organisms, including helping each other (mutualism); obtaining food (predation); benefiting at the expense of the other (parasitism); and competing with each other for food, space, or shelter (competition). eText: FL End-of-Course Test Practice: Populations Curriculum Standards: Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Analyze mathematical and/or computational representations of population data that support explanations of factors that affect population size and carrying capacities of populations within an ecosystem. Examine a representative ecosystem and, based on interdependent relationships present, predict population size effects due to a given disturbance. Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Ecosystems have carrying capacities, which are limits to the numbers of organisms and populations they can support. These limits result from such factors as the availability of living and nonliving resources and from such challenges such as predation, competition, and disease. Organisms would have the capacity to produce populations of great size were it not for the fact that environments and resources are finite. This fundamental tension affects the abundance (number of individuals) of species in any given ecosystem. (HS-LS2- 1),(HS-LS2-2) Identify relationships among organisms, including helping each other (mutualism); obtaining food (predation); benefiting at the expense of the other (parasitism); and competing with each other for food, space, or shelter (competition). Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. Changes in the physical environment, whether naturally occurring or human induced, have thus contributed to the expansion of some species, the emergence of new distinct species as populations diverge under different conditions, and the decline—and sometimes the extinction—of some species. (HS-LS4-5) Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Identify relationships among organisms, including helping each other (mutualism); obtaining food (predation); benefiting at the expense of the other (parasitism); and competing with each other for food, space, or shelter (competition). Editable FL EOC Test: Populations Curriculum Standards: Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Analyze mathematical and/or computational representations of population data that support explanations of factors that affect population size and carrying capacities of populations within an ecosystem. Examine a representative ecosystem and, based on interdependent relationships present, predict population size effects due to a given disturbance. Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Ecosystems have carrying capacities, which are limits to the numbers of organisms and populations they can support. These limits result from such factors as the availability of living and nonliving resources and from such challenges such as predation, competition, and disease. Organisms would have the capacity to produce populations of great size were it not for the fact that environments and resources are finite. This fundamental tension affects the abundance (number of individuals) of species in any given ecosystem. (HS-LS2- 1),(HS-LS2-2) Identify relationships among organisms, including helping each other (mutualism); obtaining food (predation); benefiting at the expense of the other (parasitism); and competing with each other for food, space, or shelter (competition). Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. Changes in the physical environment, whether naturally occurring or human induced, have thus contributed to the expansion of some species, the emergence of new distinct species as populations diverge under different conditions, and the decline—and sometimes the extinction—of some species. (HS-LS4-5) Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Identify relationships among organisms, including helping each other (mutualism); obtaining food (predation); benefiting at the expense of the other (parasitism); and competing with each other for food, space, or shelter (competition). FL End-of-Course Test Practice: Populations Curriculum Standards: Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Analyze mathematical and/or computational representations of population data that support explanations of factors that affect population size and carrying capacities of populations within an ecosystem. Examine a representative ecosystem and, based on interdependent relationships present, predict population size effects due to a given disturbance. Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Ecosystems have carrying capacities, which are limits to the numbers of organisms and populations they can support. These limits result from such factors as the availability of living and nonliving resources and from such challenges such as predation, competition, and disease. Organisms would have the capacity to produce populations of great size were it not for the fact that environments and resources are finite. This fundamental tension affects the abundance (number of individuals) of species in any given ecosystem. (HS-LS2- 1),(HS-LS2-2) Identify relationships among organisms, including helping each other (mutualism); obtaining food (predation); benefiting at the expense of the other (parasitism); and competing with each other for food, space, or shelter (competition). Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. Changes in the physical environment, whether naturally occurring or human induced, have thus contributed to the expansion of some species, the emergence of new distinct species as populations diverge under different conditions, and the decline—and sometimes the extinction—of some species. (HS-LS4-5) Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Identify relationships among organisms, including helping each other (mutualism); obtaining food (predation); benefiting at the expense of the other (parasitism); and competing with each other for food, space, or shelter (competition). Enrichment: Populations HHMI Enrichment Video: Tracking Lion Recovery in Gorongosa National Park HHMI Enrichment Activity: Lesson 5 - Tracking Lion Communities Chapter 6: Communities and Ecosystem Dynamics Chapter Opener: Communities and Ecosystem Dynamics eText: Communities and Ecosystem Dynamics Curriculum Standards: Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Recognize possible changes in an ecosystem (biodiversity) that can result from natural catastrophic events, changes in climate, and human activity. Recognize changes in living things (biodiversity) that can result from natural catastrophic events and human activity. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Plants or algae form the lowest level of the food web. At each link upward in a food web, only a small fraction of the matter consumed at the lower level is transferred upward, to produce growth and release energy in cellular respiration at the higher level. Given this inefficiency, there are generally fewer organisms at higher levels of a food web. Some matter reacts to release energy for life functions, some matter is stored in newly made structures, and much is discarded. The chemical elements that make up the molecules of organisms pass through food webs and into and out of the atmosphere and soil, and they are combined and recombined in different ways. At each link in an ecosystem, matter and energy are conserved. (HS-LS2-4) 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. (secondary to HS-LS2-7), (HS-LS4-6) 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). Describe changes in ecosystems resulting from seasonal variations, climate change and succession. Describe changes in ecosystems resulting from seasonal variations, climate change and succession. Analyze data using tools, technologies, and/or models in order to make valid and reliable scientific claims or determine an optimal design solution. Recognize that animals (consumers) eat animals and plants for food. 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Identify producers, consumers, and decomposers in a simple food chain. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Moreover, anthropogenic changes (induced by human activity) in the environment—including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change—can disrupt an ecosystem and threaten the survival of some species. (HS-LS2-7) Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). 5. Plan investigations, (Design and evaluate a scientific investigation). Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data and refine the design accordingly. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Identify the components of a food web, including sunlight, producers, consumers, and decomposers, and trace the flow of energy from the Sun. 10. Communicate results of scientific investigations, and 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. Biodiversity is increased by the formation of new species (speciation) and decreased by the loss of species (extinction). (secondary to HS-LS2-7) 11. Evaluate the merits of the explanations produced by others. 11. Evaluate the merits of the explanations produced by others. Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. a. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. a. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from or supports the argument presented. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). e. Provide a concluding statement or section that follows from or supports the argument presented. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers. d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers. Evaluate evidence behind currently accepted explanations or solutions to determine the merits of arguments. b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience???s knowledge of the topic. b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience' knowledge of the topic. Construct an explanation based on valid and reliable evidence obtained from a variety of sources (including students' own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that clean water and air are important for supporting life in an ecosystem. Recognize examples of mutual relationships between people and other living things. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Evaluate the validity and reliability of multiple claims, methods, and/or designs that appear in scientific and technical texts or media reports, verifying the data when possible. Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Recognize possible changes in an ecosystem (biodiversity) that can result from natural catastrophic events, changes in climate, and human activity. Recognize changes in living things (biodiversity) that can result from natural catastrophic events and human activity. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). Describe changes in ecosystems resulting from seasonal variations, climate change and succession. Recognize that animals (consumers) eat animals and plants for food. 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Identify producers, consumers, and decomposers in a simple food chain. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Identify the components of a food web, including sunlight, producers, consumers, and decomposers, and trace the flow of energy from the Sun. 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. 11. Evaluate the merits of the explanations produced by others. Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. a. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from or supports the argument presented. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers. b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience_?_s knowledge of the topic. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that clean water and air are important for supporting life in an ecosystem. Recognize examples of mutual relationships between people and other living things. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Biology Foundations: Communities and Ecosystem Dynamics Curriculum Standards: Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Recognize possible changes in an ecosystem (biodiversity) that can result from natural catastrophic events, changes in climate, and human activity. Recognize changes in living things (biodiversity) that can result from natural catastrophic events and human activity. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Plants or algae form the lowest level of the food web. At each link upward in a food web, only a small fraction of the matter consumed at the lower level is transferred upward, to produce growth and release energy in cellular respiration at the higher level. Given this inefficiency, there are generally fewer organisms at higher levels of a food web. Some matter reacts to release energy for life functions, some matter is stored in newly made structures, and much is discarded. The chemical elements that make up the molecules of organisms pass through food webs and into and out of the atmosphere and soil, and they are combined and recombined in different ways. At each link in an ecosystem, matter and energy are conserved. (HS-LS2-4) 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. (secondary to HS-LS2-7), (HS-LS4-6) 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). Describe changes in ecosystems resulting from seasonal variations, climate change and succession. Describe changes in ecosystems resulting from seasonal variations, climate change and succession. Analyze data using tools, technologies, and/or models in order to make valid and reliable scientific claims or determine an optimal design solution. Recognize that animals (consumers) eat animals and plants for food. 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Identify producers, consumers, and decomposers in a simple food chain. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Moreover, anthropogenic changes (induced by human activity) in the environment—including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change—can disrupt an ecosystem and threaten the survival of some species. (HS-LS2-7) Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). 5. Plan investigations, (Design and evaluate a scientific investigation). Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data and refine the design accordingly. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Identify the components of a food web, including sunlight, producers, consumers, and decomposers, and trace the flow of energy from the Sun. 10. Communicate results of scientific investigations, and 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. Biodiversity is increased by the formation of new species (speciation) and decreased by the loss of species (extinction). (secondary to HS-LS2-7) 11. Evaluate the merits of the explanations produced by others. 11. Evaluate the merits of the explanations produced by others. Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. a. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. a. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from or supports the argument presented. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). e. Provide a concluding statement or section that follows from or supports the argument presented. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers. d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers. Evaluate evidence behind currently accepted explanations or solutions to determine the merits of arguments. b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience???s knowledge of the topic. b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience' knowledge of the topic. Construct an explanation based on valid and reliable evidence obtained from a variety of sources (including students' own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that clean water and air are important for supporting life in an ecosystem. Recognize examples of mutual relationships between people and other living things. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Evaluate the validity and reliability of multiple claims, methods, and/or designs that appear in scientific and technical texts or media reports, verifying the data when possible. Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Recognize possible changes in an ecosystem (biodiversity) that can result from natural catastrophic events, changes in climate, and human activity. Recognize changes in living things (biodiversity) that can result from natural catastrophic events and human activity. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). Describe changes in ecosystems resulting from seasonal variations, climate change and succession. Recognize that animals (consumers) eat animals and plants for food. 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Identify producers, consumers, and decomposers in a simple food chain. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Identify the components of a food web, including sunlight, producers, consumers, and decomposers, and trace the flow of energy from the Sun. 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. 11. Evaluate the merits of the explanations produced by others. Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. a. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from or supports the argument presented. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers. b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience_?_s knowledge of the topic. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that clean water and air are important for supporting life in an ecosystem. Recognize examples of mutual relationships between people and other living things. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Lesson 1: Habitats, Niches, and Species Interactions Connect Discussion Board: Fitting In Investigate eText: Habitats, Niches, and Species Interactions Curriculum Standards: Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Plants or algae form the lowest level of the food web. At each link upward in a food web, only a small fraction of the matter consumed at the lower level is transferred upward, to produce growth and release energy in cellular respiration at the higher level. Given this inefficiency, there are generally fewer organisms at higher levels of a food web. Some matter reacts to release energy for life functions, some matter is stored in newly made structures, and much is discarded. The chemical elements that make up the molecules of organisms pass through food webs and into and out of the atmosphere and soil, and they are combined and recombined in different ways. At each link in an ecosystem, matter and energy are conserved. (HS-LS2-4) Recognize that animals (consumers) eat animals and plants for food. Identify producers, consumers, and decomposers in a simple food chain. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, Identify the components of a food web, including sunlight, producers, consumers, and decomposers, and trace the flow of energy from the Sun. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Recognize that animals (consumers) eat animals and plants for food. Identify producers, consumers, and decomposers in a simple food chain. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, Identify the components of a food web, including sunlight, producers, consumers, and decomposers, and trace the flow of energy from the Sun. Analyzing Data: Predator-Prey Dynamics: Case Study Curriculum Standards: Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Analyze mathematical and/or computational representations of population data that support explanations of factors that affect population size and carrying capacities of populations within an ecosystem. Examine a representative ecosystem and, based on interdependent relationships present, predict population size effects due to a given disturbance. Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Ecosystems have carrying capacities, which are limits to the numbers of organisms and populations they can support. These limits result from such factors as the availability of living and nonliving resources and from such challenges such as predation, competition, and disease. Organisms would have the capacity to produce populations of great size were it not for the fact that environments and resources are finite. This fundamental tension affects the abundance (number of individuals) of species in any given ecosystem. (HS-LS2- 1),(HS-LS2-2) Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. Use mathematical models and/or computer simulations to predict the effects of a design solution on systems and/or the interactions between systems. Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Interactivity: Symbiotic Relationships Curriculum Standards: Describe changes in ecosystems resulting from seasonal variations, climate change and succession. Describe changes in ecosystems resulting from seasonal variations, climate change and succession. Describe changes in ecosystems resulting from seasonal variations, climate change and succession. Spanish Workbook: Niches and Community Interactions Editable Presentation: Habitats, Niches, and Species Interactions Synthesize Science Skills Activity: Life on the Reef Science Skills Worksheet: Life on the Reef PBL Authentic Reading: To Tame a "Wave" of Invasive Bugs, Park Service Introduces Predator Beetles Demonstrate eText: Lesson Review: Habitats, Niches, and Species Interactions Curriculum Standards: Recognize that organisms can interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at expense of the other (parasitism). Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. Changes in the physical environment, whether naturally occurring or human induced, have thus contributed to the expansion of some species, the emergence of new distinct species as populations diverge under different conditions, and the decline—and sometimes the extinction—of some species. (HS-LS4-5) Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Analyze mathematical and/or computational representations of population data that support explanations of factors that affect population size and carrying capacities of populations within an ecosystem. Examine a representative ecosystem and, based on interdependent relationships present, predict population size effects due to a given disturbance. Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Identify producers, consumers, and decomposers in a simple food chain. Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population. Environmental factors also affect expression of traits, and hence affect the probability of occurrences of traits in a population. Thus the variation and distribution of traits observed depends on both genetic and environmental factors. (HS-LS3-2),(HS-LS3-3) Recognize examples of mutual relationships between people and other living things. Identify relationships among organisms, including helping each other (mutualism); obtaining food (predation); benefiting at the expense of the other (parasitism); and competing with each other for food, space, or shelter (competition). Recognize that organisms can interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at expense of the other (parasitism). Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Identify producers, consumers, and decomposers in a simple food chain. Recognize examples of mutual relationships between people and other living things. Identify relationships among organisms, including helping each other (mutualism); obtaining food (predation); benefiting at the expense of the other (parasitism); and competing with each other for food, space, or shelter (competition). Quiz Review: Habitats, Niches, and Species Interactions Curriculum Standards: Recognize that organisms can interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at expense of the other (parasitism). Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. Changes in the physical environment, whether naturally occurring or human induced, have thus contributed to the expansion of some species, the emergence of new distinct species as populations diverge under different conditions, and the decline—and sometimes the extinction—of some species. (HS-LS4-5) Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Analyze mathematical and/or computational representations of population data that support explanations of factors that affect population size and carrying capacities of populations within an ecosystem. Examine a representative ecosystem and, based on interdependent relationships present, predict population size effects due to a given disturbance. Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Identify producers, consumers, and decomposers in a simple food chain. Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population. Environmental factors also affect expression of traits, and hence affect the probability of occurrences of traits in a population. Thus the variation and distribution of traits observed depends on both genetic and environmental factors. (HS-LS3-2),(HS-LS3-3) Recognize examples of mutual relationships between people and other living things. Identify relationships among organisms, including helping each other (mutualism); obtaining food (predation); benefiting at the expense of the other (parasitism); and competing with each other for food, space, or shelter (competition). Recognize that organisms can interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at expense of the other (parasitism). Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Identify producers, consumers, and decomposers in a simple food chain. Recognize examples of mutual relationships between people and other living things. Identify relationships among organisms, including helping each other (mutualism); obtaining food (predation); benefiting at the expense of the other (parasitism); and competing with each other for food, space, or shelter (competition). Editable Quiz: Habitats, Niches, and Species Interactions Curriculum Standards: Recognize that organisms can interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at expense of the other (parasitism). Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. Changes in the physical environment, whether naturally occurring or human induced, have thus contributed to the expansion of some species, the emergence of new distinct species as populations diverge under different conditions, and the decline—and sometimes the extinction—of some species. (HS-LS4-5) Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Analyze mathematical and/or computational representations of population data that support explanations of factors that affect population size and carrying capacities of populations within an ecosystem. Examine a representative ecosystem and, based on interdependent relationships present, predict population size effects due to a given disturbance. Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Identify producers, consumers, and decomposers in a simple food chain. Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population. Environmental factors also affect expression of traits, and hence affect the probability of occurrences of traits in a population. Thus the variation and distribution of traits observed depends on both genetic and environmental factors. (HS-LS3-2),(HS-LS3-3) Recognize examples of mutual relationships between people and other living things. Identify relationships among organisms, including helping each other (mutualism); obtaining food (predation); benefiting at the expense of the other (parasitism); and competing with each other for food, space, or shelter (competition). Recognize that organisms can interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at expense of the other (parasitism). Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Identify producers, consumers, and decomposers in a simple food chain. Recognize examples of mutual relationships between people and other living things. Identify relationships among organisms, including helping each other (mutualism); obtaining food (predation); benefiting at the expense of the other (parasitism); and competing with each other for food, space, or shelter (competition). Quiz: Habitats, Niches, and Species Interactions Curriculum Standards: Recognize that organisms can interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at expense of the other (parasitism). Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. Changes in the physical environment, whether naturally occurring or human induced, have thus contributed to the expansion of some species, the emergence of new distinct species as populations diverge under different conditions, and the decline—and sometimes the extinction—of some species. (HS-LS4-5) Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Analyze mathematical and/or computational representations of population data that support explanations of factors that affect population size and carrying capacities of populations within an ecosystem. Examine a representative ecosystem and, based on interdependent relationships present, predict population size effects due to a given disturbance. Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Identify producers, consumers, and decomposers in a simple food chain. Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population. Environmental factors also affect expression of traits, and hence affect the probability of occurrences of traits in a population. Thus the variation and distribution of traits observed depends on both genetic and environmental factors. (HS-LS3-2),(HS-LS3-3) Recognize examples of mutual relationships between people and other living things. Identify relationships among organisms, including helping each other (mutualism); obtaining food (predation); benefiting at the expense of the other (parasitism); and competing with each other for food, space, or shelter (competition). Recognize that organisms can interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at expense of the other (parasitism). Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Identify producers, consumers, and decomposers in a simple food chain. Recognize examples of mutual relationships between people and other living things. Identify relationships among organisms, including helping each other (mutualism); obtaining food (predation); benefiting at the expense of the other (parasitism); and competing with each other for food, space, or shelter (competition). Lesson 2: Succession Connect Discussion Board: Disturbances Curriculum Standards: Describe changes in ecosystems resulting from seasonal variations, climate change and succession. Describe changes in ecosystems resulting from seasonal variations, climate change and succession. Describe changes in ecosystems resulting from seasonal variations, climate change and succession. Investigate eText: Succession Curriculum Standards: Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Recognize possible changes in an ecosystem (biodiversity) that can result from natural catastrophic events, changes in climate, and human activity. Recognize changes in living things (biodiversity) that can result from natural catastrophic events and human activity. Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. (secondary to HS-LS2-7), (HS-LS4-6) Moreover, anthropogenic changes (induced by human activity) in the environment—including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change—can disrupt an ecosystem and threaten the survival of some species. (HS-LS2-7) Biodiversity is increased by the formation of new species (speciation) and decreased by the loss of species (extinction). (secondary to HS-LS2-7) Identify that clean water and air are important for supporting life in an ecosystem. Recognize examples of mutual relationships between people and other living things. Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Recognize possible changes in an ecosystem (biodiversity) that can result from natural catastrophic events, changes in climate, and human activity. Recognize changes in living things (biodiversity) that can result from natural catastrophic events and human activity. Identify that clean water and air are important for supporting life in an ecosystem. Recognize examples of mutual relationships between people and other living things. Quick Lab: How Does Succession Occur? Curriculum Standards: 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). Describe changes in ecosystems resulting from seasonal variations, climate change and succession. Describe changes in ecosystems resulting from seasonal variations, climate change and succession. Analyze data using tools, technologies, and/or models in order to make valid and reliable scientific claims or determine an optimal design solution. 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). 5. Plan investigations, (Design and evaluate a scientific investigation). Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data and refine the design accordingly. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 10. Communicate results of scientific investigations, and 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. 11. Evaluate the merits of the explanations produced by others. 11. Evaluate the merits of the explanations produced by others. Evaluate evidence behind currently accepted explanations or solutions to determine the merits of arguments. Construct an explanation based on valid and reliable evidence obtained from a variety of sources (including students' own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Evaluate the validity and reliability of multiple claims, methods, and/or designs that appear in scientific and technical texts or media reports, verifying the data when possible. 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). Describe changes in ecosystems resulting from seasonal variations, climate change and succession. 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. 11. Evaluate the merits of the explanations produced by others. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Interactivity: Comparing Types of Succession Curriculum Standards: Describe changes in ecosystems resulting from seasonal variations, climate change and succession. Describe changes in ecosystems resulting from seasonal variations, climate change and succession. Describe changes in ecosystems resulting from seasonal variations, climate change and succession. Spanish Workbook: Succession Editable Presentation: Succession Synthesize Science Skills Activity: Identifying Disturbances Curriculum Standards: Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity. Evaluate competing design solutions to a real-world problem based on scientific ideas and principles, empirical evidence, and logical arguments regarding relevant factors. Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Analyze mathematical and/or computational representations of population data that support explanations of factors that affect population size and carrying capacities of populations within an ecosystem. Examine a representative ecosystem and, based on interdependent relationships present, predict population size effects due to a given disturbance. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity. Create a computational simulation to illustrate the relationships among management of natural resources, the sustainability of human populations, and biodiversity. The sustainability of human societies and the biodiversity that supports them requires responsible management of natural resources. (HS-ESS3-3) Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Science Skills Worksheet: Identifying Disturbances Demonstrate eText: Lesson Review: Succession Curriculum Standards: Describe changes in ecosystems resulting from seasonal variations, climate change and succession. Describe changes in ecosystems resulting from seasonal variations, climate change and succession. Describe changes in ecosystems resulting from seasonal variations, climate change and succession. Quiz Review: Succession Curriculum Standards: Describe changes in ecosystems resulting from seasonal variations, climate change and succession. Describe changes in ecosystems resulting from seasonal variations, climate change and succession. Describe changes in ecosystems resulting from seasonal variations, climate change and succession. Editable Quiz: Succession Curriculum Standards: Describe changes in ecosystems resulting from seasonal variations, climate change and succession. Describe changes in ecosystems resulting from seasonal variations, climate change and succession. Describe changes in ecosystems resulting from seasonal variations, climate change and succession. Quiz: Succession Curriculum Standards: Describe changes in ecosystems resulting from seasonal variations, climate change and succession. Describe changes in ecosystems resulting from seasonal variations, climate change and succession. Describe changes in ecosystems resulting from seasonal variations, climate change and succession. Lesson 3: Biodiversity, Ecosystems, and Resilience Connect Class Discussion: A Diverse Collection Investigate eText: Biodiversity, Ecosystems, and Resilience Curriculum Standards: Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Recognize possible changes in an ecosystem (biodiversity) that can result from natural catastrophic events, changes in climate, and human activity. Recognize changes in living things (biodiversity) that can result from natural catastrophic events and human activity. Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. (secondary to HS-LS2-7), (HS-LS4-6) Moreover, anthropogenic changes (induced by human activity) in the environment—including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change—can disrupt an ecosystem and threaten the survival of some species. (HS-LS2-7) Biodiversity is increased by the formation of new species (speciation) and decreased by the loss of species (extinction). (secondary to HS-LS2-7) Identify that clean water and air are important for supporting life in an ecosystem. Recognize examples of mutual relationships between people and other living things. Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Recognize possible changes in an ecosystem (biodiversity) that can result from natural catastrophic events, changes in climate, and human activity. Recognize changes in living things (biodiversity) that can result from natural catastrophic events and human activity. Identify that clean water and air are important for supporting life in an ecosystem. Recognize examples of mutual relationships between people and other living things. Interactivity: Biodiversity in Ecosystems Curriculum Standards: Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Recognize possible changes in an ecosystem (biodiversity) that can result from natural catastrophic events, changes in climate, and human activity. Recognize changes in living things (biodiversity) that can result from natural catastrophic events and human activity. Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. (secondary to HS-LS2-7), (HS-LS4-6) Moreover, anthropogenic changes (induced by human activity) in the environment—including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change—can disrupt an ecosystem and threaten the survival of some species. (HS-LS2-7) Biodiversity is increased by the formation of new species (speciation) and decreased by the loss of species (extinction). (secondary to HS-LS2-7) Identify that clean water and air are important for supporting life in an ecosystem. Recognize examples of mutual relationships between people and other living things. Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Recognize possible changes in an ecosystem (biodiversity) that can result from natural catastrophic events, changes in climate, and human activity. Recognize changes in living things (biodiversity) that can result from natural catastrophic events and human activity. Identify that clean water and air are important for supporting life in an ecosystem. Recognize examples of mutual relationships between people and other living things. Spanish Workbook: Biodiversity Editable Presentation: Biodiversity, Ecosystems, and Resilience Synthesize Engineering Interactivity: Designing a Rainwater Capture System Curriculum Standards: Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering. Design or refine a solution to a complex real-world problem, based on scientific knowledge, student-generated sources of evidence, prioritized criteria, and tradeoff considerations. Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem. Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. Engineering Worksheet: Designing a Rainwater Capture System In Your Neighborhood Lab: Biodiversity on the Forest Floor Curriculum Standards: Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Recognize possible changes in an ecosystem (biodiversity) that can result from natural catastrophic events, changes in climate, and human activity. Recognize changes in living things (biodiversity) that can result from natural catastrophic events and human activity. Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. (secondary to HS-LS2-7), (HS-LS4-6) Moreover, anthropogenic changes (induced by human activity) in the environment—including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change—can disrupt an ecosystem and threaten the survival of some species. (HS-LS2-7) Biodiversity is increased by the formation of new species (speciation) and decreased by the loss of species (extinction). (secondary to HS-LS2-7) Identify that clean water and air are important for supporting life in an ecosystem. Recognize examples of mutual relationships between people and other living things. Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Recognize possible changes in an ecosystem (biodiversity) that can result from natural catastrophic events, changes in climate, and human activity. Recognize changes in living things (biodiversity) that can result from natural catastrophic events and human activity. Identify that clean water and air are important for supporting life in an ecosystem. Recognize examples of mutual relationships between people and other living things. Foundations In Your Neighborhood Lab: Biodiversity on the Forest Floor Curriculum Standards: Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Recognize possible changes in an ecosystem (biodiversity) that can result from natural catastrophic events, changes in climate, and human activity. Recognize changes in living things (biodiversity) that can result from natural catastrophic events and human activity. Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. (secondary to HS-LS2-7), (HS-LS4-6) Moreover, anthropogenic changes (induced by human activity) in the environment—including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change—can disrupt an ecosystem and threaten the survival of some species. (HS-LS2-7) Biodiversity is increased by the formation of new species (speciation) and decreased by the loss of species (extinction). (secondary to HS-LS2-7) Identify that clean water and air are important for supporting life in an ecosystem. Recognize examples of mutual relationships between people and other living things. Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Recognize possible changes in an ecosystem (biodiversity) that can result from natural catastrophic events, changes in climate, and human activity. Recognize changes in living things (biodiversity) that can result from natural catastrophic events and human activity. Identify that clean water and air are important for supporting life in an ecosystem. Recognize examples of mutual relationships between people and other living things. Demonstrate eText: Lesson Review: Biodiversity, Ecosystems, and Resilience Curriculum Standards: Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Recognize possible changes in an ecosystem (biodiversity) that can result from natural catastrophic events, changes in climate, and human activity. Recognize changes in living things (biodiversity) that can result from natural catastrophic events and human activity. Analyze through research the cycling of matter in our biosphere and explain how biogeochemical cycles are critical for ecosystem function. Identify the contributions of non-living elements, such as carbon and oxygen, to maintaining life in an ecosystem. A complex set of interactions within an ecosystem can keep its numbers and types of organisms relatively constant over long periods of time under stable conditions. If a modest biological or physical disturbance to an ecosystem occurs, it may return to its more or less original status, as opposed to becoming a very different ecosystem. Extreme fluctuations in conditions or the size of any population, however, can challenge the functioning of ecosystems in terms of resources and habitat availability. (HS-LS2-2),(HS-LS2-6) Human activities and natural events can have profound effects on populations, biodiversity and ecosystem processes. Biodiversity is increased by the formation of new species (speciation) and decreased by the loss of species (extinction). (secondary to HS-LS2-7) Create a model tracking carbon atoms between inorganic and organic molecules in an ecosystem. Explain human impacts on climate based on this model. Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Recognize possible changes in an ecosystem (biodiversity) that can result from natural catastrophic events, changes in climate, and human activity. Recognize changes in living things (biodiversity) that can result from natural catastrophic events and human activity. Identify the contributions of non-living elements, such as carbon and oxygen, to maintaining life in an ecosystem. Human activities and natural events can have profound effects on populations, biodiversity and ecosystem processes. Quiz Review: Biodiversity, Ecosystems, and Resilience Curriculum Standards: Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Recognize possible changes in an ecosystem (biodiversity) that can result from natural catastrophic events, changes in climate, and human activity. Recognize changes in living things (biodiversity) that can result from natural catastrophic events and human activity. Analyze through research the cycling of matter in our biosphere and explain how biogeochemical cycles are critical for ecosystem function. Identify the contributions of non-living elements, such as carbon and oxygen, to maintaining life in an ecosystem. A complex set of interactions within an ecosystem can keep its numbers and types of organisms relatively constant over long periods of time under stable conditions. If a modest biological or physical disturbance to an ecosystem occurs, it may return to its more or less original status, as opposed to becoming a very different ecosystem. Extreme fluctuations in conditions or the size of any population, however, can challenge the functioning of ecosystems in terms of resources and habitat availability. (HS-LS2-2),(HS-LS2-6) Human activities and natural events can have profound effects on populations, biodiversity and ecosystem processes. Biodiversity is increased by the formation of new species (speciation) and decreased by the loss of species (extinction). (secondary to HS-LS2-7) Create a model tracking carbon atoms between inorganic and organic molecules in an ecosystem. Explain human impacts on climate based on this model. Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Recognize possible changes in an ecosystem (biodiversity) that can result from natural catastrophic events, changes in climate, and human activity. Recognize changes in living things (biodiversity) that can result from natural catastrophic events and human activity. Identify the contributions of non-living elements, such as carbon and oxygen, to maintaining life in an ecosystem. Human activities and natural events can have profound effects on populations, biodiversity and ecosystem processes. Editable Quiz: Biodiversity, Ecosystems, and Resilience Curriculum Standards: Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Recognize possible changes in an ecosystem (biodiversity) that can result from natural catastrophic events, changes in climate, and human activity. Recognize changes in living things (biodiversity) that can result from natural catastrophic events and human activity. Analyze through research the cycling of matter in our biosphere and explain how biogeochemical cycles are critical for ecosystem function. Identify the contributions of non-living elements, such as carbon and oxygen, to maintaining life in an ecosystem. A complex set of interactions within an ecosystem can keep its numbers and types of organisms relatively constant over long periods of time under stable conditions. If a modest biological or physical disturbance to an ecosystem occurs, it may return to its more or less original status, as opposed to becoming a very different ecosystem. Extreme fluctuations in conditions or the size of any population, however, can challenge the functioning of ecosystems in terms of resources and habitat availability. (HS-LS2-2),(HS-LS2-6) Human activities and natural events can have profound effects on populations, biodiversity and ecosystem processes. Biodiversity is increased by the formation of new species (speciation) and decreased by the loss of species (extinction). (secondary to HS-LS2-7) Create a model tracking carbon atoms between inorganic and organic molecules in an ecosystem. Explain human impacts on climate based on this model. Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Recognize possible changes in an ecosystem (biodiversity) that can result from natural catastrophic events, changes in climate, and human activity. Recognize changes in living things (biodiversity) that can result from natural catastrophic events and human activity. Identify the contributions of non-living elements, such as carbon and oxygen, to maintaining life in an ecosystem. Human activities and natural events can have profound effects on populations, biodiversity and ecosystem processes. Quiz: Biodiversity, Ecosystems, and Resilience Curriculum Standards: Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Recognize possible changes in an ecosystem (biodiversity) that can result from natural catastrophic events, changes in climate, and human activity. Recognize changes in living things (biodiversity) that can result from natural catastrophic events and human activity. Analyze through research the cycling of matter in our biosphere and explain how biogeochemical cycles are critical for ecosystem function. Identify the contributions of non-living elements, such as carbon and oxygen, to maintaining life in an ecosystem. A complex set of interactions within an ecosystem can keep its numbers and types of organisms relatively constant over long periods of time under stable conditions. If a modest biological or physical disturbance to an ecosystem occurs, it may return to its more or less original status, as opposed to becoming a very different ecosystem. Extreme fluctuations in conditions or the size of any population, however, can challenge the functioning of ecosystems in terms of resources and habitat availability. (HS-LS2-2),(HS-LS2-6) Human activities and natural events can have profound effects on populations, biodiversity and ecosystem processes. Biodiversity is increased by the formation of new species (speciation) and decreased by the loss of species (extinction). (secondary to HS-LS2-7) Create a model tracking carbon atoms between inorganic and organic molecules in an ecosystem. Explain human impacts on climate based on this model. Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Recognize possible changes in an ecosystem (biodiversity) that can result from natural catastrophic events, changes in climate, and human activity. Recognize changes in living things (biodiversity) that can result from natural catastrophic events and human activity. Identify the contributions of non-living elements, such as carbon and oxygen, to maintaining life in an ecosystem. Human activities and natural events can have profound effects on populations, biodiversity and ecosystem processes. Chapter Close: Communities and Ecosystem Dynamics eText: Case Study Wrap-Up: How Do Species Interactions Shape Ecosystems? Curriculum Standards: Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Recognize possible changes in an ecosystem (biodiversity) that can result from natural catastrophic events, changes in climate, and human activity. Recognize changes in living things (biodiversity) that can result from natural catastrophic events and human activity. Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. (secondary to HS-LS2-7), (HS-LS4-6) Moreover, anthropogenic changes (induced by human activity) in the environment—including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change—can disrupt an ecosystem and threaten the survival of some species. (HS-LS2-7) Biodiversity is increased by the formation of new species (speciation) and decreased by the loss of species (extinction). (secondary to HS-LS2-7) a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. Identify that clean water and air are important for supporting life in an ecosystem. Recognize examples of mutual relationships between people and other living things. Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Recognize possible changes in an ecosystem (biodiversity) that can result from natural catastrophic events, changes in climate, and human activity. Recognize changes in living things (biodiversity) that can result from natural catastrophic events and human activity. a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. Identify that clean water and air are important for supporting life in an ecosystem. Recognize examples of mutual relationships between people and other living things. HHMI Career Video: Surveying Gorongosa's Biodiversity eText: Chapter 6 Study Guide Curriculum Standards: Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Recognize possible changes in an ecosystem (biodiversity) that can result from natural catastrophic events, changes in climate, and human activity. Recognize changes in living things (biodiversity) that can result from natural catastrophic events and human activity. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Analyze mathematical and/or computational representations of population data that support explanations of factors that affect population size and carrying capacities of populations within an ecosystem. Examine a representative ecosystem and, based on interdependent relationships present, predict population size effects due to a given disturbance. Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. (secondary to HS-LS2-7), (HS-LS4-6) Describe changes in ecosystems resulting from seasonal variations, climate change and succession. Describe changes in ecosystems resulting from seasonal variations, climate change and succession. Biodiversity is increased by the formation of new species (speciation) and decreased by the loss of species (extinction). (secondary to HS-LS2-7) Recognize examples of mutual relationships between people and other living things. Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment's limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. (HS-LS4-2) Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. Identify ecosystem services and assess the role of biodiversity in support of these services. Analyze the role human activities have on disruption of these services. Identify that clean water and air are important for supporting life in an ecosystem. Identify relationships among organisms, including helping each other (mutualism); obtaining food (predation); benefiting at the expense of the other (parasitism); and competing with each other for food, space, or shelter (competition). Recognize that organisms can interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at expense of the other (parasitism). Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity. Create a computational simulation to illustrate the relationships among management of natural resources, the sustainability of human populations, and biodiversity. The sustainability of human societies and the biodiversity that supports them requires responsible management of natural resources. (HS-ESS3-3) Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem. A complex set of interactions within an ecosystem can keep its numbers and types of organisms relatively constant over long periods of time under stable conditions. If a modest biological or physical disturbance to an ecosystem occurs, it may return to its more or less original status, as opposed to becoming a very different ecosystem. Extreme fluctuations in conditions or the size of any population, however, can challenge the functioning of ecosystems in terms of resources and habitat availability. (HS-LS2-2),(HS-LS2-6) Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Recognize possible changes in an ecosystem (biodiversity) that can result from natural catastrophic events, changes in climate, and human activity. Recognize changes in living things (biodiversity) that can result from natural catastrophic events and human activity. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Describe changes in ecosystems resulting from seasonal variations, climate change and succession. Recognize examples of mutual relationships between people and other living things. Identify that clean water and air are important for supporting life in an ecosystem. Identify relationships among organisms, including helping each other (mutualism); obtaining food (predation); benefiting at the expense of the other (parasitism); and competing with each other for food, space, or shelter (competition). Recognize that organisms can interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at expense of the other (parasitism). eText: Performance-Based-Assessment: The Populations of Yellowstone Curriculum Standards: Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Recognize possible changes in an ecosystem (biodiversity) that can result from natural catastrophic events, changes in climate, and human activity. Recognize changes in living things (biodiversity) that can result from natural catastrophic events and human activity. Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. (secondary to HS-LS2-7), (HS-LS4-6) Moreover, anthropogenic changes (induced by human activity) in the environment—including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change—can disrupt an ecosystem and threaten the survival of some species. (HS-LS2-7) Biodiversity is increased by the formation of new species (speciation) and decreased by the loss of species (extinction). (secondary to HS-LS2-7) Identify that clean water and air are important for supporting life in an ecosystem. Recognize examples of mutual relationships between people and other living things. Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Recognize possible changes in an ecosystem (biodiversity) that can result from natural catastrophic events, changes in climate, and human activity. Recognize changes in living things (biodiversity) that can result from natural catastrophic events and human activity. Identify that clean water and air are important for supporting life in an ecosystem. Recognize examples of mutual relationships between people and other living things. eText: Chapter 6 Assessment Curriculum Standards: Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Recognize possible changes in an ecosystem (biodiversity) that can result from natural catastrophic events, changes in climate, and human activity. Recognize changes in living things (biodiversity) that can result from natural catastrophic events and human activity. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Analyze mathematical and/or computational representations of population data that support explanations of factors that affect population size and carrying capacities of populations within an ecosystem. Examine a representative ecosystem and, based on interdependent relationships present, predict population size effects due to a given disturbance. Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. (secondary to HS-LS2-7), (HS-LS4-6) Describe changes in ecosystems resulting from seasonal variations, climate change and succession. Describe changes in ecosystems resulting from seasonal variations, climate change and succession. Biodiversity is increased by the formation of new species (speciation) and decreased by the loss of species (extinction). (secondary to HS-LS2-7) Recognize examples of mutual relationships between people and other living things. Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment's limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. (HS-LS4-2) Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. Identify ecosystem services and assess the role of biodiversity in support of these services. Analyze the role human activities have on disruption of these services. Identify that clean water and air are important for supporting life in an ecosystem. Identify relationships among organisms, including helping each other (mutualism); obtaining food (predation); benefiting at the expense of the other (parasitism); and competing with each other for food, space, or shelter (competition). Recognize that organisms can interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at expense of the other (parasitism). Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity. Create a computational simulation to illustrate the relationships among management of natural resources, the sustainability of human populations, and biodiversity. The sustainability of human societies and the biodiversity that supports them requires responsible management of natural resources. (HS-ESS3-3) Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem. A complex set of interactions within an ecosystem can keep its numbers and types of organisms relatively constant over long periods of time under stable conditions. If a modest biological or physical disturbance to an ecosystem occurs, it may return to its more or less original status, as opposed to becoming a very different ecosystem. Extreme fluctuations in conditions or the size of any population, however, can challenge the functioning of ecosystems in terms of resources and habitat availability. (HS-LS2-2),(HS-LS2-6) Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Recognize possible changes in an ecosystem (biodiversity) that can result from natural catastrophic events, changes in climate, and human activity. Recognize changes in living things (biodiversity) that can result from natural catastrophic events and human activity. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Describe changes in ecosystems resulting from seasonal variations, climate change and succession. Recognize examples of mutual relationships between people and other living things. Identify that clean water and air are important for supporting life in an ecosystem. Identify relationships among organisms, including helping each other (mutualism); obtaining food (predation); benefiting at the expense of the other (parasitism); and competing with each other for food, space, or shelter (competition). Recognize that organisms can interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at expense of the other (parasitism). Test Review: Communities and Ecosystem Dynamics Curriculum Standards: Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Recognize possible changes in an ecosystem (biodiversity) that can result from natural catastrophic events, changes in climate, and human activity. Recognize changes in living things (biodiversity) that can result from natural catastrophic events and human activity. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Analyze mathematical and/or computational representations of population data that support explanations of factors that affect population size and carrying capacities of populations within an ecosystem. Examine a representative ecosystem and, based on interdependent relationships present, predict population size effects due to a given disturbance. Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. (secondary to HS-LS2-7), (HS-LS4-6) Describe changes in ecosystems resulting from seasonal variations, climate change and succession. Describe changes in ecosystems resulting from seasonal variations, climate change and succession. Biodiversity is increased by the formation of new species (speciation) and decreased by the loss of species (extinction). (secondary to HS-LS2-7) Recognize examples of mutual relationships between people and other living things. Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment's limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. (HS-LS4-2) Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. Identify ecosystem services and assess the role of biodiversity in support of these services. Analyze the role human activities have on disruption of these services. Identify that clean water and air are important for supporting life in an ecosystem. Identify relationships among organisms, including helping each other (mutualism); obtaining food (predation); benefiting at the expense of the other (parasitism); and competing with each other for food, space, or shelter (competition). Recognize that organisms can interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at expense of the other (parasitism). Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity. Create a computational simulation to illustrate the relationships among management of natural resources, the sustainability of human populations, and biodiversity. The sustainability of human societies and the biodiversity that supports them requires responsible management of natural resources. (HS-ESS3-3) Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem. A complex set of interactions within an ecosystem can keep its numbers and types of organisms relatively constant over long periods of time under stable conditions. If a modest biological or physical disturbance to an ecosystem occurs, it may return to its more or less original status, as opposed to becoming a very different ecosystem. Extreme fluctuations in conditions or the size of any population, however, can challenge the functioning of ecosystems in terms of resources and habitat availability. (HS-LS2-2),(HS-LS2-6) Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Recognize possible changes in an ecosystem (biodiversity) that can result from natural catastrophic events, changes in climate, and human activity. Recognize changes in living things (biodiversity) that can result from natural catastrophic events and human activity. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Describe changes in ecosystems resulting from seasonal variations, climate change and succession. Recognize examples of mutual relationships between people and other living things. Identify that clean water and air are important for supporting life in an ecosystem. Identify relationships among organisms, including helping each other (mutualism); obtaining food (predation); benefiting at the expense of the other (parasitism); and competing with each other for food, space, or shelter (competition). Recognize that organisms can interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at expense of the other (parasitism). Editable Test: Communities and Ecosystem Dynamics Curriculum Standards: Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Recognize possible changes in an ecosystem (biodiversity) that can result from natural catastrophic events, changes in climate, and human activity. Recognize changes in living things (biodiversity) that can result from natural catastrophic events and human activity. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Analyze mathematical and/or computational representations of population data that support explanations of factors that affect population size and carrying capacities of populations within an ecosystem. Examine a representative ecosystem and, based on interdependent relationships present, predict population size effects due to a given disturbance. Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. (secondary to HS-LS2-7), (HS-LS4-6) Describe changes in ecosystems resulting from seasonal variations, climate change and succession. Describe changes in ecosystems resulting from seasonal variations, climate change and succession. Biodiversity is increased by the formation of new species (speciation) and decreased by the loss of species (extinction). (secondary to HS-LS2-7) Recognize examples of mutual relationships between people and other living things. Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment's limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. (HS-LS4-2) Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. Identify ecosystem services and assess the role of biodiversity in support of these services. Analyze the role human activities have on disruption of these services. Identify that clean water and air are important for supporting life in an ecosystem. Identify relationships among organisms, including helping each other (mutualism); obtaining food (predation); benefiting at the expense of the other (parasitism); and competing with each other for food, space, or shelter (competition). Recognize that organisms can interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at expense of the other (parasitism). Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity. Create a computational simulation to illustrate the relationships among management of natural resources, the sustainability of human populations, and biodiversity. The sustainability of human societies and the biodiversity that supports them requires responsible management of natural resources. (HS-ESS3-3) Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem. A complex set of interactions within an ecosystem can keep its numbers and types of organisms relatively constant over long periods of time under stable conditions. If a modest biological or physical disturbance to an ecosystem occurs, it may return to its more or less original status, as opposed to becoming a very different ecosystem. Extreme fluctuations in conditions or the size of any population, however, can challenge the functioning of ecosystems in terms of resources and habitat availability. (HS-LS2-2),(HS-LS2-6) Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Recognize possible changes in an ecosystem (biodiversity) that can result from natural catastrophic events, changes in climate, and human activity. Recognize changes in living things (biodiversity) that can result from natural catastrophic events and human activity. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Describe changes in ecosystems resulting from seasonal variations, climate change and succession. Recognize examples of mutual relationships between people and other living things. Identify that clean water and air are important for supporting life in an ecosystem. Identify relationships among organisms, including helping each other (mutualism); obtaining food (predation); benefiting at the expense of the other (parasitism); and competing with each other for food, space, or shelter (competition). Recognize that organisms can interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at expense of the other (parasitism). Test: Communities and Ecosystem Dynamics Curriculum Standards: Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Recognize possible changes in an ecosystem (biodiversity) that can result from natural catastrophic events, changes in climate, and human activity. Recognize changes in living things (biodiversity) that can result from natural catastrophic events and human activity. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Analyze mathematical and/or computational representations of population data that support explanations of factors that affect population size and carrying capacities of populations within an ecosystem. Examine a representative ecosystem and, based on interdependent relationships present, predict population size effects due to a given disturbance. Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. (secondary to HS-LS2-7), (HS-LS4-6) Describe changes in ecosystems resulting from seasonal variations, climate change and succession. Describe changes in ecosystems resulting from seasonal variations, climate change and succession. Biodiversity is increased by the formation of new species (speciation) and decreased by the loss of species (extinction). (secondary to HS-LS2-7) Recognize examples of mutual relationships between people and other living things. Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment's limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. (HS-LS4-2) Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. Identify ecosystem services and assess the role of biodiversity in support of these services. Analyze the role human activities have on disruption of these services. Identify that clean water and air are important for supporting life in an ecosystem. Identify relationships among organisms, including helping each other (mutualism); obtaining food (predation); benefiting at the expense of the other (parasitism); and competing with each other for food, space, or shelter (competition). Recognize that organisms can interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at expense of the other (parasitism). Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity. Create a computational simulation to illustrate the relationships among management of natural resources, the sustainability of human populations, and biodiversity. The sustainability of human societies and the biodiversity that supports them requires responsible management of natural resources. (HS-ESS3-3) Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem. A complex set of interactions within an ecosystem can keep its numbers and types of organisms relatively constant over long periods of time under stable conditions. If a modest biological or physical disturbance to an ecosystem occurs, it may return to its more or less original status, as opposed to becoming a very different ecosystem. Extreme fluctuations in conditions or the size of any population, however, can challenge the functioning of ecosystems in terms of resources and habitat availability. (HS-LS2-2),(HS-LS2-6) Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Recognize possible changes in an ecosystem (biodiversity) that can result from natural catastrophic events, changes in climate, and human activity. Recognize changes in living things (biodiversity) that can result from natural catastrophic events and human activity. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Describe changes in ecosystems resulting from seasonal variations, climate change and succession. Recognize examples of mutual relationships between people and other living things. Identify that clean water and air are important for supporting life in an ecosystem. Identify relationships among organisms, including helping each other (mutualism); obtaining food (predation); benefiting at the expense of the other (parasitism); and competing with each other for food, space, or shelter (competition). Recognize that organisms can interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at expense of the other (parasitism). eText: FL End-of-Course Test Practice: Communities and Ecosystem Dynamics Curriculum Standards: Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Recognize possible changes in an ecosystem (biodiversity) that can result from natural catastrophic events, changes in climate, and human activity. Recognize changes in living things (biodiversity) that can result from natural catastrophic events and human activity. Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. (secondary to HS-LS2-7), (HS-LS4-6) Describe changes in ecosystems resulting from seasonal variations, climate change and succession. Describe changes in ecosystems resulting from seasonal variations, climate change and succession. Moreover, anthropogenic changes (induced by human activity) in the environment—including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change—can disrupt an ecosystem and threaten the survival of some species. (HS-LS2-7) Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity. Human activities and natural events can have profound effects on populations, biodiversity and ecosystem processes. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity. Create a computational simulation to illustrate the relationships among management of natural resources, the sustainability of human populations, and biodiversity. The sustainability of human societies and the biodiversity that supports them requires responsible management of natural resources. (HS-ESS3-3) Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Recognize possible changes in an ecosystem (biodiversity) that can result from natural catastrophic events, changes in climate, and human activity. Recognize changes in living things (biodiversity) that can result from natural catastrophic events and human activity. Describe changes in ecosystems resulting from seasonal variations, climate change and succession. Human activities and natural events can have profound effects on populations, biodiversity and ecosystem processes. Editable FL EOC Test: Communities and Ecosystem Dynamics Curriculum Standards: Recognize that organisms can interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at expense of the other (parasitism). Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. (secondary to HS-LS2-7), (HS-LS4-6) Describe changes in ecosystems resulting from seasonal variations, climate change and succession. Describe changes in ecosystems resulting from seasonal variations, climate change and succession. Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity. Human activities and natural events can have profound effects on populations, biodiversity and ecosystem processes. Analyze examples of ecological succession, identifying and explaining the order of events responsible for the formation of a new ecosystem in response to extreme fluctuations in environmental conditions or catastrophic events. Identify ecosystem services and assess the role of biodiversity in support of these services. Analyze the role human activities have on disruption of these services. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity. Create a computational simulation to illustrate the relationships among management of natural resources, the sustainability of human populations, and biodiversity. The sustainability of human societies and the biodiversity that supports them requires responsible management of natural resources. (HS-ESS3-3) Recognize that organisms can interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at expense of the other (parasitism). Describe changes in ecosystems resulting from seasonal variations, climate change and succession. Human activities and natural events can have profound effects on populations, biodiversity and ecosystem processes. FL End-of-Course Test Practice: Communities and Ecosystem Dynamics Curriculum Standards: Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Recognize possible changes in an ecosystem (biodiversity) that can result from natural catastrophic events, changes in climate, and human activity. Recognize changes in living things (biodiversity) that can result from natural catastrophic events and human activity. Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. (secondary to HS-LS2-7), (HS-LS4-6) Describe changes in ecosystems resulting from seasonal variations, climate change and succession. Describe changes in ecosystems resulting from seasonal variations, climate change and succession. Moreover, anthropogenic changes (induced by human activity) in the environment—including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change—can disrupt an ecosystem and threaten the survival of some species. (HS-LS2-7) Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity. Human activities and natural events can have profound effects on populations, biodiversity and ecosystem processes. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity. Create a computational simulation to illustrate the relationships among management of natural resources, the sustainability of human populations, and biodiversity. The sustainability of human societies and the biodiversity that supports them requires responsible management of natural resources. (HS-ESS3-3) Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Recognize possible changes in an ecosystem (biodiversity) that can result from natural catastrophic events, changes in climate, and human activity. Recognize changes in living things (biodiversity) that can result from natural catastrophic events and human activity. Describe changes in ecosystems resulting from seasonal variations, climate change and succession. Human activities and natural events can have profound effects on populations, biodiversity and ecosystem processes. Enrichment: Communities and Ecosystem Dynamics HHMI Enrichment Video: How Species Coexist Part 1 HHMI Enrichment Video: How Species Coexist Part 2 HHMI Enrichment Video: How Species Coexist Part 3 HHMI Enrichment Activity: Niche Partitioning Clip HHMI Enrichment Activity: Niche Partitioning Activity HHMI Enrichment Activity: Metabarcoding Clip Chapter 7: Humans and Global Change Chapter Opener: Humans and Global Change eText: Humans and Global Change Curriculum Standards: Discuss the need for adequate monitoring of environmental parameters when making policy decisions. Though the magnitudes of human impacts are greater than they have ever been, so too are human abilities to model, predict, and manage current and future impacts. (HS-ESS3-5) Discuss the need for adequate monitoring of environmental parameters when making policy decisions. Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Recognize possible changes in an ecosystem (biodiversity) that can result from natural catastrophic events, changes in climate, and human activity. Recognize changes in living things (biodiversity) that can result from natural catastrophic events and human activity. Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios. All forms of energy production and other resource extraction have associated economic, social, environmental, and geopolitical costs and risks as well as benefits. New technologies and social regulations can change the balance of these factors. (HS-ESS3-2) Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. (secondary to HS-LS2-7), (HS-LS4-6) Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity. Evaluate competing design solutions to a real-world problem based on scientific ideas and principles, empirical evidence, and logical arguments regarding relevant factors. Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability. Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability. Identify ways individuals can help the environment. Recognize a way to help the local environment. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Moreover, anthropogenic changes (induced by human activity) in the environment—including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change—can disrupt an ecosystem and threaten the survival of some species. (HS-LS2-7) Biodiversity is increased by the formation of new species (speciation) and decreased by the loss of species (extinction). (secondary to HS-LS2-7) Describe ways the lifestyles of individuals and groups can help or hurt the environment. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. a. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. a. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Determine the central ideas or conclusions of a text; trace the text???s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text. Determine the central ideas or conclusions of a text; trace the text's explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from or supports the argument presented. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). e. Provide a concluding statement or section that follows from or supports the argument presented. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers. d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers. b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience???s knowledge of the topic. b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience' knowledge of the topic. Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. Describe common human health issues. Recognize common human health issues. Identify that clean water and air are important for supporting life in an ecosystem. Recognize examples of mutual relationships between people and other living things. Discuss the need for adequate monitoring of environmental parameters when making policy decisions. Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Recognize possible changes in an ecosystem (biodiversity) that can result from natural catastrophic events, changes in climate, and human activity. Recognize changes in living things (biodiversity) that can result from natural catastrophic events and human activity. Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability. Identify ways individuals can help the environment. Recognize a way to help the local environment. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Describe ways the lifestyles of individuals and groups can help or hurt the environment. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. a. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Determine the central ideas or conclusions of a text; trace the text_?_s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from or supports the argument presented. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers. b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience_?_s knowledge of the topic. Describe common human health issues. Recognize common human health issues. Identify that clean water and air are important for supporting life in an ecosystem. Recognize examples of mutual relationships between people and other living things. Biology Foundations: Humans and Global Change Curriculum Standards: Discuss the need for adequate monitoring of environmental parameters when making policy decisions. Though the magnitudes of human impacts are greater than they have ever been, so too are human abilities to model, predict, and manage current and future impacts. (HS-ESS3-5) Discuss the need for adequate monitoring of environmental parameters when making policy decisions. Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Recognize possible changes in an ecosystem (biodiversity) that can result from natural catastrophic events, changes in climate, and human activity. Recognize changes in living things (biodiversity) that can result from natural catastrophic events and human activity. Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios. All forms of energy production and other resource extraction have associated economic, social, environmental, and geopolitical costs and risks as well as benefits. New technologies and social regulations can change the balance of these factors. (HS-ESS3-2) Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. (secondary to HS-LS2-7), (HS-LS4-6) Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity. Evaluate competing design solutions to a real-world problem based on scientific ideas and principles, empirical evidence, and logical arguments regarding relevant factors. Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability. Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability. Identify ways individuals can help the environment. Recognize a way to help the local environment. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Moreover, anthropogenic changes (induced by human activity) in the environment—including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change—can disrupt an ecosystem and threaten the survival of some species. (HS-LS2-7) Biodiversity is increased by the formation of new species (speciation) and decreased by the loss of species (extinction). (secondary to HS-LS2-7) Describe ways the lifestyles of individuals and groups can help or hurt the environment. a. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. a. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Determine the central ideas or conclusions of a text; trace the text???s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text. Determine the central ideas or conclusions of a text; trace the text's explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from or supports the argument presented. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). e. Provide a concluding statement or section that follows from or supports the argument presented. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers. d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers. b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience???s knowledge of the topic. b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience' knowledge of the topic. Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. Describe common human health issues. Recognize common human health issues. Identify that clean water and air are important for supporting life in an ecosystem. Recognize examples of mutual relationships between people and other living things. Discuss the need for adequate monitoring of environmental parameters when making policy decisions. Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Recognize possible changes in an ecosystem (biodiversity) that can result from natural catastrophic events, changes in climate, and human activity. Recognize changes in living things (biodiversity) that can result from natural catastrophic events and human activity. Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability. Identify ways individuals can help the environment. Recognize a way to help the local environment. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Describe ways the lifestyles of individuals and groups can help or hurt the environment. a. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Determine the central ideas or conclusions of a text; trace the text_?_s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from or supports the argument presented. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers. b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience_?_s knowledge of the topic. Describe common human health issues. Recognize common human health issues. Identify that clean water and air are important for supporting life in an ecosystem. Recognize examples of mutual relationships between people and other living things. Lesson 1: Ecological Footprints Connect Video: Earth Day Every Day Investigate eText: Ecological Footprints Curriculum Standards: Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability. Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability. Identify ways individuals can help the environment. Recognize a way to help the local environment. Describe ways the lifestyles of individuals and groups can help or hurt the environment. Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability. Identify ways individuals can help the environment. Recognize a way to help the local environment. Describe ways the lifestyles of individuals and groups can help or hurt the environment. Interactivity: The Great Acceleration Curriculum Standards: Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability. Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability. Identify ways individuals can help the environment. Recognize a way to help the local environment. Describe ways the lifestyles of individuals and groups can help or hurt the environment. Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability. Identify ways individuals can help the environment. Recognize a way to help the local environment. Describe ways the lifestyles of individuals and groups can help or hurt the environment. Spanish Workbook: A Changing Landscape Editable Presentation: Ecological Footprints Synthesize Engineering Interactivity: Wetland Restoration Curriculum Standards: Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Recognize possible changes in an ecosystem (biodiversity) that can result from natural catastrophic events, changes in climate, and human activity. Recognize changes in living things (biodiversity) that can result from natural catastrophic events and human activity. Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. (secondary to HS-LS2-7), (HS-LS4-6) Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability. Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability. Identify ways individuals can help the environment. Recognize a way to help the local environment. Moreover, anthropogenic changes (induced by human activity) in the environment—including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change—can disrupt an ecosystem and threaten the survival of some species. (HS-LS2-7) Biodiversity is increased by the formation of new species (speciation) and decreased by the loss of species (extinction). (secondary to HS-LS2-7) Describe ways the lifestyles of individuals and groups can help or hurt the environment. Identify that clean water and air are important for supporting life in an ecosystem. Recognize examples of mutual relationships between people and other living things. Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Recognize possible changes in an ecosystem (biodiversity) that can result from natural catastrophic events, changes in climate, and human activity. Recognize changes in living things (biodiversity) that can result from natural catastrophic events and human activity. Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability. Identify ways individuals can help the environment. Recognize a way to help the local environment. Describe ways the lifestyles of individuals and groups can help or hurt the environment. Identify that clean water and air are important for supporting life in an ecosystem. Recognize examples of mutual relationships between people and other living things. Engineering Worksheet: Wetland Restoration Curriculum Standards: Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Recognize possible changes in an ecosystem (biodiversity) that can result from natural catastrophic events, changes in climate, and human activity. Recognize changes in living things (biodiversity) that can result from natural catastrophic events and human activity. Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. (secondary to HS-LS2-7), (HS-LS4-6) Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability. Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability. Identify ways individuals can help the environment. Recognize a way to help the local environment. Moreover, anthropogenic changes (induced by human activity) in the environment—including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change—can disrupt an ecosystem and threaten the survival of some species. (HS-LS2-7) Biodiversity is increased by the formation of new species (speciation) and decreased by the loss of species (extinction). (secondary to HS-LS2-7) Describe ways the lifestyles of individuals and groups can help or hurt the environment. Identify that clean water and air are important for supporting life in an ecosystem. Recognize examples of mutual relationships between people and other living things. Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Recognize possible changes in an ecosystem (biodiversity) that can result from natural catastrophic events, changes in climate, and human activity. Recognize changes in living things (biodiversity) that can result from natural catastrophic events and human activity. Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability. Identify ways individuals can help the environment. Recognize a way to help the local environment. Describe ways the lifestyles of individuals and groups can help or hurt the environment. Identify that clean water and air are important for supporting life in an ecosystem. Recognize examples of mutual relationships between people and other living things. Argument-Based Inquiry: Calculating Ecological Footprint Curriculum Standards: Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability. Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability. Identify ways individuals can help the environment. Recognize a way to help the local environment. Describe ways the lifestyles of individuals and groups can help or hurt the environment. Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability. Identify ways individuals can help the environment. Recognize a way to help the local environment. Describe ways the lifestyles of individuals and groups can help or hurt the environment. Foundations Argument-Based Inquiry: Calculating Ecological Footprint Curriculum Standards: Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability. Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability. Identify ways individuals can help the environment. Recognize a way to help the local environment. Describe ways the lifestyles of individuals and groups can help or hurt the environment. Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability. Identify ways individuals can help the environment. Recognize a way to help the local environment. Describe ways the lifestyles of individuals and groups can help or hurt the environment. Demonstrate eText: Lesson Review: Ecological Footprints Curriculum Standards: Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Moreover, anthropogenic changes (induced by human activity) in the environment—including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change—can disrupt an ecosystem and threaten the survival of some species. (HS-LS2-7) Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. (secondary to HS-LS2-7), (HS-LS4-6) Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity. Human activities and natural events can have profound effects on populations, biodiversity and ecosystem processes. Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Human activities and natural events can have profound effects on populations, biodiversity and ecosystem processes. Quiz Review: Ecological Footprints Curriculum Standards: Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Moreover, anthropogenic changes (induced by human activity) in the environment—including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change—can disrupt an ecosystem and threaten the survival of some species. (HS-LS2-7) Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. (secondary to HS-LS2-7), (HS-LS4-6) Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity. Human activities and natural events can have profound effects on populations, biodiversity and ecosystem processes. Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Human activities and natural events can have profound effects on populations, biodiversity and ecosystem processes. Editable Quiz: Ecological Footprints Curriculum Standards: Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Moreover, anthropogenic changes (induced by human activity) in the environment—including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change—can disrupt an ecosystem and threaten the survival of some species. (HS-LS2-7) Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. (secondary to HS-LS2-7), (HS-LS4-6) Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity. Human activities and natural events can have profound effects on populations, biodiversity and ecosystem processes. Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Human activities and natural events can have profound effects on populations, biodiversity and ecosystem processes. Quiz: Ecological Footprints Curriculum Standards: Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Moreover, anthropogenic changes (induced by human activity) in the environment—including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change—can disrupt an ecosystem and threaten the survival of some species. (HS-LS2-7) Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. (secondary to HS-LS2-7), (HS-LS4-6) Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity. Human activities and natural events can have profound effects on populations, biodiversity and ecosystem processes. Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Human activities and natural events can have profound effects on populations, biodiversity and ecosystem processes. Lesson 2: Causes and Effects of Global Change Connect Video: Pacific Garbage Patch Curriculum Standards: Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability. Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability. Identify ways individuals can help the environment. Recognize a way to help the local environment. Describe ways the lifestyles of individuals and groups can help or hurt the environment. Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability. Identify ways individuals can help the environment. Recognize a way to help the local environment. Describe ways the lifestyles of individuals and groups can help or hurt the environment. Investigate eText: Causes and Effects of Global Change Curriculum Standards: Discuss the need for adequate monitoring of environmental parameters when making policy decisions. Though the magnitudes of human impacts are greater than they have ever been, so too are human abilities to model, predict, and manage current and future impacts. (HS-ESS3-5) Discuss the need for adequate monitoring of environmental parameters when making policy decisions. Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Recognize possible changes in an ecosystem (biodiversity) that can result from natural catastrophic events, changes in climate, and human activity. Recognize changes in living things (biodiversity) that can result from natural catastrophic events and human activity. Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios. All forms of energy production and other resource extraction have associated economic, social, environmental, and geopolitical costs and risks as well as benefits. New technologies and social regulations can change the balance of these factors. (HS-ESS3-2) Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. (secondary to HS-LS2-7), (HS-LS4-6) Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity. Evaluate competing design solutions to a real-world problem based on scientific ideas and principles, empirical evidence, and logical arguments regarding relevant factors. Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability. Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability. Identify ways individuals can help the environment. Recognize a way to help the local environment. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Moreover, anthropogenic changes (induced by human activity) in the environment—including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change—can disrupt an ecosystem and threaten the survival of some species. (HS-LS2-7) Biodiversity is increased by the formation of new species (speciation) and decreased by the loss of species (extinction). (secondary to HS-LS2-7) Describe ways the lifestyles of individuals and groups can help or hurt the environment. Describe common human health issues. Recognize common human health issues. Identify that clean water and air are important for supporting life in an ecosystem. Recognize examples of mutual relationships between people and other living things. Discuss the need for adequate monitoring of environmental parameters when making policy decisions. Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Recognize possible changes in an ecosystem (biodiversity) that can result from natural catastrophic events, changes in climate, and human activity. Recognize changes in living things (biodiversity) that can result from natural catastrophic events and human activity. Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability. Identify ways individuals can help the environment. Recognize a way to help the local environment. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Describe ways the lifestyles of individuals and groups can help or hurt the environment. Describe common human health issues. Recognize common human health issues. Identify that clean water and air are important for supporting life in an ecosystem. Recognize examples of mutual relationships between people and other living things. Quick Lab: How Does Acid Affect Shells?: Case Study Curriculum Standards: Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability. Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability. Identify ways individuals can help the environment. Recognize a way to help the local environment. Describe ways the lifestyles of individuals and groups can help or hurt the environment. Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability. Identify ways individuals can help the environment. Recognize a way to help the local environment. Describe ways the lifestyles of individuals and groups can help or hurt the environment. Interactivity: Human Impact on Ecosystems Curriculum Standards: Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Create a model tracking carbon atoms between inorganic and organic molecules in an ecosystem. Explain human impacts on climate based on this model. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Recognize that plants give off oxygen that is used by animals and animals give off carbon dioxide that is used by plants. Recognize that people and animals breathe in the oxygen that plants give off. Changes in the atmosphere due to human activity have increased carbon dioxide concentrations and thus affect climate. (HS-ESS2-6) Analyze the movement of matter and energy through the different biogeochemical cycles, including water and carbon. Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere. Photosynthesis and cellular respiration are important components of the carbon cycle, in which carbon is exchanged among the biosphere, atmosphere, oceans, and geosphere through chemical, physical, geological, and biological processes. (HS-LS2-5) Analyze the movement of matter and energy through the different biogeochemical cycles, including water and carbon. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Recognize that plants give off oxygen that is used by animals and animals give off carbon dioxide that is used by plants. Recognize that people and animals breathe in the oxygen that plants give off. Analyze the movement of matter and energy through the different biogeochemical cycles, including water and carbon. Spanish Workbook: Using Resources Wisely Editable Presentation: Causes and Effects of Global Change Synthesize PBL Science Skills Activity: Controlling Invasives Curriculum Standards: Discuss the need for adequate monitoring of environmental parameters when making policy decisions. Though the magnitudes of human impacts are greater than they have ever been, so too are human abilities to model, predict, and manage current and future impacts. (HS-ESS3-5) Discuss the need for adequate monitoring of environmental parameters when making policy decisions. Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Recognize possible changes in an ecosystem (biodiversity) that can result from natural catastrophic events, changes in climate, and human activity. Recognize changes in living things (biodiversity) that can result from natural catastrophic events and human activity. Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios. All forms of energy production and other resource extraction have associated economic, social, environmental, and geopolitical costs and risks as well as benefits. New technologies and social regulations can change the balance of these factors. (HS-ESS3-2) Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. (secondary to HS-LS2-7), (HS-LS4-6) Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity. Evaluate competing design solutions to a real-world problem based on scientific ideas and principles, empirical evidence, and logical arguments regarding relevant factors. Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability. Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability. Identify ways individuals can help the environment. Recognize a way to help the local environment. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Moreover, anthropogenic changes (induced by human activity) in the environment—including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change—can disrupt an ecosystem and threaten the survival of some species. (HS-LS2-7) Biodiversity is increased by the formation of new species (speciation) and decreased by the loss of species (extinction). (secondary to HS-LS2-7) Describe ways the lifestyles of individuals and groups can help or hurt the environment. Identify that clean water and air are important for supporting life in an ecosystem. Recognize examples of mutual relationships between people and other living things. Discuss the need for adequate monitoring of environmental parameters when making policy decisions. Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Recognize possible changes in an ecosystem (biodiversity) that can result from natural catastrophic events, changes in climate, and human activity. Recognize changes in living things (biodiversity) that can result from natural catastrophic events and human activity. Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability. Identify ways individuals can help the environment. Recognize a way to help the local environment. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Describe ways the lifestyles of individuals and groups can help or hurt the environment. Identify that clean water and air are important for supporting life in an ecosystem. Recognize examples of mutual relationships between people and other living things. PBL Science Skills Worksheet: Controlling Invasives Curriculum Standards: Discuss the need for adequate monitoring of environmental parameters when making policy decisions. Though the magnitudes of human impacts are greater than they have ever been, so too are human abilities to model, predict, and manage current and future impacts. (HS-ESS3-5) Discuss the need for adequate monitoring of environmental parameters when making policy decisions. Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Recognize possible changes in an ecosystem (biodiversity) that can result from natural catastrophic events, changes in climate, and human activity. Recognize changes in living things (biodiversity) that can result from natural catastrophic events and human activity. Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios. All forms of energy production and other resource extraction have associated economic, social, environmental, and geopolitical costs and risks as well as benefits. New technologies and social regulations can change the balance of these factors. (HS-ESS3-2) Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. (secondary to HS-LS2-7), (HS-LS4-6) Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity. Evaluate competing design solutions to a real-world problem based on scientific ideas and principles, empirical evidence, and logical arguments regarding relevant factors. Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability. Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability. Identify ways individuals can help the environment. Recognize a way to help the local environment. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Moreover, anthropogenic changes (induced by human activity) in the environment—including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change—can disrupt an ecosystem and threaten the survival of some species. (HS-LS2-7) Biodiversity is increased by the formation of new species (speciation) and decreased by the loss of species (extinction). (secondary to HS-LS2-7) Describe ways the lifestyles of individuals and groups can help or hurt the environment. Identify that clean water and air are important for supporting life in an ecosystem. Recognize examples of mutual relationships between people and other living things. Discuss the need for adequate monitoring of environmental parameters when making policy decisions. Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Recognize possible changes in an ecosystem (biodiversity) that can result from natural catastrophic events, changes in climate, and human activity. Recognize changes in living things (biodiversity) that can result from natural catastrophic events and human activity. Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability. Identify ways individuals can help the environment. Recognize a way to help the local environment. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Describe ways the lifestyles of individuals and groups can help or hurt the environment. Identify that clean water and air are important for supporting life in an ecosystem. Recognize examples of mutual relationships between people and other living things. Demonstrate eText: Lesson Review: Causes and Effects of Global Change Curriculum Standards: Recognize actions that are harmful to living things. Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Moreover, anthropogenic changes (induced by human activity) in the environment—including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change—can disrupt an ecosystem and threaten the survival of some species. (HS-LS2-7) Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. (secondary to HS-LS2-7), (HS-LS4-6) Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity. Human activities and natural events can have profound effects on populations, biodiversity and ecosystem processes. Create a model tracking carbon atoms between inorganic and organic molecules in an ecosystem. Explain human impacts on climate based on this model. Changes in the atmosphere due to human activity have increased carbon dioxide concentrations and thus affect climate. (HS-ESS2-6) Current models predict that, although future regional climate changes will be complex and varied, average global temperatures will continue to rise. The outcomes predicted by global climate models strongly depend on the amounts of human-generated greenhouse gases added to the atmosphere each year and by the ways in which these gases are absorbed by the ocean and biosphere. (secondary to HS-ESS3-6) Recognize actions that are harmful to living things. Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Human activities and natural events can have profound effects on populations, biodiversity and ecosystem processes. Quiz Review: Causes and Effects of Global Change Curriculum Standards: Recognize actions that are harmful to living things. Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Moreover, anthropogenic changes (induced by human activity) in the environment—including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change—can disrupt an ecosystem and threaten the survival of some species. (HS-LS2-7) Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. (secondary to HS-LS2-7), (HS-LS4-6) Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity. Human activities and natural events can have profound effects on populations, biodiversity and ecosystem processes. Create a model tracking carbon atoms between inorganic and organic molecules in an ecosystem. Explain human impacts on climate based on this model. Changes in the atmosphere due to human activity have increased carbon dioxide concentrations and thus affect climate. (HS-ESS2-6) Current models predict that, although future regional climate changes will be complex and varied, average global temperatures will continue to rise. The outcomes predicted by global climate models strongly depend on the amounts of human-generated greenhouse gases added to the atmosphere each year and by the ways in which these gases are absorbed by the ocean and biosphere. (secondary to HS-ESS3-6) Recognize actions that are harmful to living things. Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Human activities and natural events can have profound effects on populations, biodiversity and ecosystem processes. Editable Quiz: Causes and Effects of Global Change Curriculum Standards: Recognize actions that are harmful to living things. Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Moreover, anthropogenic changes (induced by human activity) in the environment—including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change—can disrupt an ecosystem and threaten the survival of some species. (HS-LS2-7) Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. (secondary to HS-LS2-7), (HS-LS4-6) Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity. Human activities and natural events can have profound effects on populations, biodiversity and ecosystem processes. Create a model tracking carbon atoms between inorganic and organic molecules in an ecosystem. Explain human impacts on climate based on this model. Changes in the atmosphere due to human activity have increased carbon dioxide concentrations and thus affect climate. (HS-ESS2-6) Current models predict that, although future regional climate changes will be complex and varied, average global temperatures will continue to rise. The outcomes predicted by global climate models strongly depend on the amounts of human-generated greenhouse gases added to the atmosphere each year and by the ways in which these gases are absorbed by the ocean and biosphere. (secondary to HS-ESS3-6) Recognize actions that are harmful to living things. Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Human activities and natural events can have profound effects on populations, biodiversity and ecosystem processes. Quiz: Causes and Effects of Global Change Curriculum Standards: Recognize actions that are harmful to living things. Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Moreover, anthropogenic changes (induced by human activity) in the environment—including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change—can disrupt an ecosystem and threaten the survival of some species. (HS-LS2-7) Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. (secondary to HS-LS2-7), (HS-LS4-6) Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity. Human activities and natural events can have profound effects on populations, biodiversity and ecosystem processes. Create a model tracking carbon atoms between inorganic and organic molecules in an ecosystem. Explain human impacts on climate based on this model. Changes in the atmosphere due to human activity have increased carbon dioxide concentrations and thus affect climate. (HS-ESS2-6) Current models predict that, although future regional climate changes will be complex and varied, average global temperatures will continue to rise. The outcomes predicted by global climate models strongly depend on the amounts of human-generated greenhouse gases added to the atmosphere each year and by the ways in which these gases are absorbed by the ocean and biosphere. (secondary to HS-ESS3-6) Recognize actions that are harmful to living things. Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Human activities and natural events can have profound effects on populations, biodiversity and ecosystem processes. Lesson 3: Measuring and Responding to Change Connect Discussion Board: Results of Climate Change Curriculum Standards: Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Recognize possible changes in an ecosystem (biodiversity) that can result from natural catastrophic events, changes in climate, and human activity. Recognize changes in living things (biodiversity) that can result from natural catastrophic events and human activity. Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. (secondary to HS-LS2-7), (HS-LS4-6) Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability. Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability. Identify ways individuals can help the environment. Recognize a way to help the local environment. Moreover, anthropogenic changes (induced by human activity) in the environment—including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change—can disrupt an ecosystem and threaten the survival of some species. (HS-LS2-7) Biodiversity is increased by the formation of new species (speciation) and decreased by the loss of species (extinction). (secondary to HS-LS2-7) Describe ways the lifestyles of individuals and groups can help or hurt the environment. Identify that clean water and air are important for supporting life in an ecosystem. Recognize examples of mutual relationships between people and other living things. Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Recognize possible changes in an ecosystem (biodiversity) that can result from natural catastrophic events, changes in climate, and human activity. Recognize changes in living things (biodiversity) that can result from natural catastrophic events and human activity. Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability. Identify ways individuals can help the environment. Recognize a way to help the local environment. Describe ways the lifestyles of individuals and groups can help or hurt the environment. Identify that clean water and air are important for supporting life in an ecosystem. Recognize examples of mutual relationships between people and other living things. Investigate eText: Measuring and Responding to Change Curriculum Standards: Discuss the need for adequate monitoring of environmental parameters when making policy decisions. Though the magnitudes of human impacts are greater than they have ever been, so too are human abilities to model, predict, and manage current and future impacts. (HS-ESS3-5) Discuss the need for adequate monitoring of environmental parameters when making policy decisions. Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios. All forms of energy production and other resource extraction have associated economic, social, environmental, and geopolitical costs and risks as well as benefits. New technologies and social regulations can change the balance of these factors. (HS-ESS3-2) Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity. Evaluate competing design solutions to a real-world problem based on scientific ideas and principles, empirical evidence, and logical arguments regarding relevant factors. Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability. Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability. Identify ways individuals can help the environment. Recognize a way to help the local environment. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Describe ways the lifestyles of individuals and groups can help or hurt the environment. Discuss the need for adequate monitoring of environmental parameters when making policy decisions. Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability. Identify ways individuals can help the environment. Recognize a way to help the local environment. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Describe ways the lifestyles of individuals and groups can help or hurt the environment. Analyzing Data: Evidence in Ice: Case Study Curriculum Standards: Discuss the need for adequate monitoring of environmental parameters when making policy decisions. Though the magnitudes of human impacts are greater than they have ever been, so too are human abilities to model, predict, and manage current and future impacts. (HS-ESS3-5) Discuss the need for adequate monitoring of environmental parameters when making policy decisions. Discuss the need for adequate monitoring of environmental parameters when making policy decisions. Interactivity: Identifying Impact of Climate Change Curriculum Standards: Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Recognize possible changes in an ecosystem (biodiversity) that can result from natural catastrophic events, changes in climate, and human activity. Recognize changes in living things (biodiversity) that can result from natural catastrophic events and human activity. Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. (secondary to HS-LS2-7), (HS-LS4-6) Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability. Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability. Identify ways individuals can help the environment. Recognize a way to help the local environment. Moreover, anthropogenic changes (induced by human activity) in the environment—including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change—can disrupt an ecosystem and threaten the survival of some species. (HS-LS2-7) Biodiversity is increased by the formation of new species (speciation) and decreased by the loss of species (extinction). (secondary to HS-LS2-7) Describe ways the lifestyles of individuals and groups can help or hurt the environment. Identify that clean water and air are important for supporting life in an ecosystem. Recognize examples of mutual relationships between people and other living things. Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Recognize possible changes in an ecosystem (biodiversity) that can result from natural catastrophic events, changes in climate, and human activity. Recognize changes in living things (biodiversity) that can result from natural catastrophic events and human activity. Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability. Identify ways individuals can help the environment. Recognize a way to help the local environment. Describe ways the lifestyles of individuals and groups can help or hurt the environment. Identify that clean water and air are important for supporting life in an ecosystem. Recognize examples of mutual relationships between people and other living things. Spanish Workbook: Meeting Ecological Challenges Editable Presentation: Measuring and Responding to Change Synthesize Science Skills Activity: Plan an Urban Tree Planting Curriculum Standards: Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability. Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability. Identify ways individuals can help the environment. Recognize a way to help the local environment. Describe ways the lifestyles of individuals and groups can help or hurt the environment. Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability. Identify ways individuals can help the environment. Recognize a way to help the local environment. Describe ways the lifestyles of individuals and groups can help or hurt the environment. Science Skills Worksheet: Plan an Urban Tree Planting Curriculum Standards: Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability. Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability. Identify ways individuals can help the environment. Recognize a way to help the local environment. Describe ways the lifestyles of individuals and groups can help or hurt the environment. Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability. Identify ways individuals can help the environment. Recognize a way to help the local environment. Describe ways the lifestyles of individuals and groups can help or hurt the environment. Demonstrate eText: Lesson Review: Measuring and Responding to Change Curriculum Standards: Through computer simulations and other studies, important discoveries are still being made about how the ocean, the atmosphere, and the biosphere interact and are modified in response to human activities. (HS-ESS3-6) Recognize actions that are harmful to living things. Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Moreover, anthropogenic changes (induced by human activity) in the environment—including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change—can disrupt an ecosystem and threaten the survival of some species. (HS-LS2-7) Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. (secondary to HS-LS2-7), (HS-LS4-6) Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity. Human activities and natural events can have profound effects on populations, biodiversity and ecosystem processes. Create a model tracking carbon atoms between inorganic and organic molecules in an ecosystem. Explain human impacts on climate based on this model. Changes in the atmosphere due to human activity have increased carbon dioxide concentrations and thus affect climate. (HS-ESS2-6) Recognize actions that are harmful to living things. Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Human activities and natural events can have profound effects on populations, biodiversity and ecosystem processes. Quiz Review: Measuring and Responding to Change Curriculum Standards: Through computer simulations and other studies, important discoveries are still being made about how the ocean, the atmosphere, and the biosphere interact and are modified in response to human activities. (HS-ESS3-6) Recognize actions that are harmful to living things. Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Moreover, anthropogenic changes (induced by human activity) in the environment—including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change—can disrupt an ecosystem and threaten the survival of some species. (HS-LS2-7) Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. (secondary to HS-LS2-7), (HS-LS4-6) Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity. Human activities and natural events can have profound effects on populations, biodiversity and ecosystem processes. Create a model tracking carbon atoms between inorganic and organic molecules in an ecosystem. Explain human impacts on climate based on this model. Changes in the atmosphere due to human activity have increased carbon dioxide concentrations and thus affect climate. (HS-ESS2-6) Recognize actions that are harmful to living things. Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Human activities and natural events can have profound effects on populations, biodiversity and ecosystem processes. Editable Quiz: Measuring and Responding to Change Curriculum Standards: Through computer simulations and other studies, important discoveries are still being made about how the ocean, the atmosphere, and the biosphere interact and are modified in response to human activities. (HS-ESS3-6) Recognize actions that are harmful to living things. Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Moreover, anthropogenic changes (induced by human activity) in the environment—including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change—can disrupt an ecosystem and threaten the survival of some species. (HS-LS2-7) Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. (secondary to HS-LS2-7), (HS-LS4-6) Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity. Human activities and natural events can have profound effects on populations, biodiversity and ecosystem processes. Create a model tracking carbon atoms between inorganic and organic molecules in an ecosystem. Explain human impacts on climate based on this model. Changes in the atmosphere due to human activity have increased carbon dioxide concentrations and thus affect climate. (HS-ESS2-6) Recognize actions that are harmful to living things. Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Human activities and natural events can have profound effects on populations, biodiversity and ecosystem processes. Quiz: Measuring and Responding to Change Curriculum Standards: Through computer simulations and other studies, important discoveries are still being made about how the ocean, the atmosphere, and the biosphere interact and are modified in response to human activities. (HS-ESS3-6) Recognize actions that are harmful to living things. Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Moreover, anthropogenic changes (induced by human activity) in the environment—including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change—can disrupt an ecosystem and threaten the survival of some species. (HS-LS2-7) Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. (secondary to HS-LS2-7), (HS-LS4-6) Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity. Human activities and natural events can have profound effects on populations, biodiversity and ecosystem processes. Create a model tracking carbon atoms between inorganic and organic molecules in an ecosystem. Explain human impacts on climate based on this model. Changes in the atmosphere due to human activity have increased carbon dioxide concentrations and thus affect climate. (HS-ESS2-6) Recognize actions that are harmful to living things. Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Human activities and natural events can have profound effects on populations, biodiversity and ecosystem processes. Lesson 4: Sustainability Connect Video: The World's Fisheries Curriculum Standards: Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability. Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability. Identify ways individuals can help the environment. Recognize a way to help the local environment. Describe ways the lifestyles of individuals and groups can help or hurt the environment. Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability. Identify ways individuals can help the environment. Recognize a way to help the local environment. Describe ways the lifestyles of individuals and groups can help or hurt the environment. Investigate eText: Sustainability Curriculum Standards: Discuss the need for adequate monitoring of environmental parameters when making policy decisions. Though the magnitudes of human impacts are greater than they have ever been, so too are human abilities to model, predict, and manage current and future impacts. (HS-ESS3-5) Discuss the need for adequate monitoring of environmental parameters when making policy decisions. Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios. All forms of energy production and other resource extraction have associated economic, social, environmental, and geopolitical costs and risks as well as benefits. New technologies and social regulations can change the balance of these factors. (HS-ESS3-2) Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity. Evaluate competing design solutions to a real-world problem based on scientific ideas and principles, empirical evidence, and logical arguments regarding relevant factors. Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability. Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability. Identify ways individuals can help the environment. Recognize a way to help the local environment. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Identify types of renewable and nonrenewable natural resources and explain the need for conservation. Identify a way to conserve a familiar, nonrenewable, natural resource. Describe ways the lifestyles of individuals and groups can help or hurt the environment. Discuss the need for adequate monitoring of environmental parameters when making policy decisions. Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability. Identify ways individuals can help the environment. Recognize a way to help the local environment. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Identify types of renewable and nonrenewable natural resources and explain the need for conservation. Identify a way to conserve a familiar, nonrenewable, natural resource. Describe ways the lifestyles of individuals and groups can help or hurt the environment. Interactivity: Sustainable Development Curriculum Standards: Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios. All forms of energy production and other resource extraction have associated economic, social, environmental, and geopolitical costs and risks as well as benefits. New technologies and social regulations can change the balance of these factors. (HS-ESS3-2) Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity. Evaluate competing design solutions to a real-world problem based on scientific ideas and principles, empirical evidence, and logical arguments regarding relevant factors. Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability. Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability. Identify ways individuals can help the environment. Recognize a way to help the local environment. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Identify types of renewable and nonrenewable natural resources and explain the need for conservation. Identify a way to conserve a familiar, nonrenewable, natural resource. Describe ways the lifestyles of individuals and groups can help or hurt the environment. Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability. Identify ways individuals can help the environment. Recognize a way to help the local environment. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Identify types of renewable and nonrenewable natural resources and explain the need for conservation. Identify a way to conserve a familiar, nonrenewable, natural resource. Describe ways the lifestyles of individuals and groups can help or hurt the environment. Editable Presentation: Sustainability Synthesize Science Skills Activity: Biogas Farming Curriculum Standards: Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios. All forms of energy production and other resource extraction have associated economic, social, environmental, and geopolitical costs and risks as well as benefits. New technologies and social regulations can change the balance of these factors. (HS-ESS3-2) Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity. Evaluate competing design solutions to a real-world problem based on scientific ideas and principles, empirical evidence, and logical arguments regarding relevant factors. Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability. Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability. Identify ways individuals can help the environment. Recognize a way to help the local environment. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Describe ways the lifestyles of individuals and groups can help or hurt the environment. Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability. Identify ways individuals can help the environment. Recognize a way to help the local environment. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Describe ways the lifestyles of individuals and groups can help or hurt the environment. Science Skills Worksheet: Biogas Farming Curriculum Standards: Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios. All forms of energy production and other resource extraction have associated economic, social, environmental, and geopolitical costs and risks as well as benefits. New technologies and social regulations can change the balance of these factors. (HS-ESS3-2) Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity. Evaluate competing design solutions to a real-world problem based on scientific ideas and principles, empirical evidence, and logical arguments regarding relevant factors. Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability. Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability. Identify ways individuals can help the environment. Recognize a way to help the local environment. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Describe ways the lifestyles of individuals and groups can help or hurt the environment. Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability. Identify ways individuals can help the environment. Recognize a way to help the local environment. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Describe ways the lifestyles of individuals and groups can help or hurt the environment. Demonstrate eText: Lesson Review: Sustainability Curriculum Standards: Identify types of renewable and nonrenewable natural resources and explain the need for conservation. Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. (secondary to HS-LS2-7), (HS-LS4-6) Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability. Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability. Describe ways the lifestyles of individuals and groups can help or hurt the environment. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity. Create a computational simulation to illustrate the relationships among management of natural resources, the sustainability of human populations, and biodiversity. The sustainability of human societies and the biodiversity that supports them requires responsible management of natural resources. (HS-ESS3-3) Identify types of renewable and nonrenewable natural resources and explain the need for conservation. Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability. Describe ways the lifestyles of individuals and groups can help or hurt the environment. Quiz Review: Sustainability Curriculum Standards: Identify types of renewable and nonrenewable natural resources and explain the need for conservation. Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. (secondary to HS-LS2-7), (HS-LS4-6) Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability. Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability. Describe ways the lifestyles of individuals and groups can help or hurt the environment. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity. Create a computational simulation to illustrate the relationships among management of natural resources, the sustainability of human populations, and biodiversity. The sustainability of human societies and the biodiversity that supports them requires responsible management of natural resources. (HS-ESS3-3) Identify types of renewable and nonrenewable natural resources and explain the need for conservation. Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability. Describe ways the lifestyles of individuals and groups can help or hurt the environment. Editable Quiz: Sustainability Curriculum Standards: Identify types of renewable and nonrenewable natural resources and explain the need for conservation. Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. (secondary to HS-LS2-7), (HS-LS4-6) Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability. Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability. Describe ways the lifestyles of individuals and groups can help or hurt the environment. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity. Create a computational simulation to illustrate the relationships among management of natural resources, the sustainability of human populations, and biodiversity. The sustainability of human societies and the biodiversity that supports them requires responsible management of natural resources. (HS-ESS3-3) Identify types of renewable and nonrenewable natural resources and explain the need for conservation. Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability. Describe ways the lifestyles of individuals and groups can help or hurt the environment. Quiz: Sustainability Curriculum Standards: Identify types of renewable and nonrenewable natural resources and explain the need for conservation. Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. (secondary to HS-LS2-7), (HS-LS4-6) Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability. Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability. Describe ways the lifestyles of individuals and groups can help or hurt the environment. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity. Create a computational simulation to illustrate the relationships among management of natural resources, the sustainability of human populations, and biodiversity. The sustainability of human societies and the biodiversity that supports them requires responsible management of natural resources. (HS-ESS3-3) Identify types of renewable and nonrenewable natural resources and explain the need for conservation. Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability. Describe ways the lifestyles of individuals and groups can help or hurt the environment. Chapter Close: Humans and Global Change eText: Case Study Wrap-Up: How Can a Rising Tide be Stopped? Curriculum Standards: Discuss the need for adequate monitoring of environmental parameters when making policy decisions. Though the magnitudes of human impacts are greater than they have ever been, so too are human abilities to model, predict, and manage current and future impacts. (HS-ESS3-5) Discuss the need for adequate monitoring of environmental parameters when making policy decisions. Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Recognize possible changes in an ecosystem (biodiversity) that can result from natural catastrophic events, changes in climate, and human activity. Recognize changes in living things (biodiversity) that can result from natural catastrophic events and human activity. Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. (secondary to HS-LS2-7), (HS-LS4-6) Moreover, anthropogenic changes (induced by human activity) in the environment—including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change—can disrupt an ecosystem and threaten the survival of some species. (HS-LS2-7) Biodiversity is increased by the formation of new species (speciation) and decreased by the loss of species (extinction). (secondary to HS-LS2-7) Identify that clean water and air are important for supporting life in an ecosystem. Recognize examples of mutual relationships between people and other living things. Discuss the need for adequate monitoring of environmental parameters when making policy decisions. Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Recognize possible changes in an ecosystem (biodiversity) that can result from natural catastrophic events, changes in climate, and human activity. Recognize changes in living things (biodiversity) that can result from natural catastrophic events and human activity. Identify that clean water and air are important for supporting life in an ecosystem. Recognize examples of mutual relationships between people and other living things. Career Video: Restoring Gorongosa's Wildlife eText: Chapter 7 Study Guide Curriculum Standards: Identify types of renewable and nonrenewable natural resources and explain the need for conservation. Recognize actions that are harmful to living things. Recognize how animals and plants in an ecosystem may be affected by changes to the food supply or climate. Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Moreover, anthropogenic changes (induced by human activity) in the environment—including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change—can disrupt an ecosystem and threaten the survival of some species. (HS-LS2-7) Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. (secondary to HS-LS2-7), (HS-LS4-6) Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity. Human activities and natural events can have profound effects on populations, biodiversity and ecosystem processes. Create a model tracking carbon atoms between inorganic and organic molecules in an ecosystem. Explain human impacts on climate based on this model. Changes in the atmosphere due to human activity have increased carbon dioxide concentrations and thus affect climate. (HS-ESS2-6) Earth's systems, being dynamic and interacting, cause feedback effects that can increase or decrease the original changes. (HS-ESS2-1) Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity. Create a computational simulation to illustrate the relationships among management of natural resources, the sustainability of human populations, and biodiversity. The sustainability of human societies and the biodiversity that supports them requires responsible management of natural resources. (HS-ESS3-3) Current models predict that, although future regional climate changes will be complex and varied, average global temperatures will continue to rise. The outcomes predicted by global climate models strongly depend on the amounts of human-generated greenhouse gases added to the atmosphere each year and by the ways in which these gases are absorbed by the ocean and biosphere. (secondary to HS-ESS3-6) Identify types of renewable and nonrenewable natural resources and explain the need for conservation. Recognize actions that are harmful to living things. Recognize how animals and plants in an ecosystem may be affected by changes to the food supply or climate. Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Human activities and natural events can have profound effects on populations, biodiversity and ecosystem processes. eText: Performance-Based Assessment: Biodiversity in the Everglades Curriculum Standards: Discuss the need for adequate monitoring of environmental parameters when making policy decisions. Though the magnitudes of human impacts are greater than they have ever been, so too are human abilities to model, predict, and manage current and future impacts. (HS-ESS3-5) Discuss the need for adequate monitoring of environmental parameters when making policy decisions. Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Recognize possible changes in an ecosystem (biodiversity) that can result from natural catastrophic events, changes in climate, and human activity. Recognize changes in living things (biodiversity) that can result from natural catastrophic events and human activity. Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios. All forms of energy production and other resource extraction have associated economic, social, environmental, and geopolitical costs and risks as well as benefits. New technologies and social regulations can change the balance of these factors. (HS-ESS3-2) Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. (secondary to HS-LS2-7), (HS-LS4-6) Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity. Evaluate competing design solutions to a real-world problem based on scientific ideas and principles, empirical evidence, and logical arguments regarding relevant factors. Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability. Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability. Identify ways individuals can help the environment. Recognize a way to help the local environment. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Moreover, anthropogenic changes (induced by human activity) in the environment—including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change—can disrupt an ecosystem and threaten the survival of some species. (HS-LS2-7) Biodiversity is increased by the formation of new species (speciation) and decreased by the loss of species (extinction). (secondary to HS-LS2-7) Describe ways the lifestyles of individuals and groups can help or hurt the environment. Identify that clean water and air are important for supporting life in an ecosystem. Recognize examples of mutual relationships between people and other living things. Discuss the need for adequate monitoring of environmental parameters when making policy decisions. Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Recognize possible changes in an ecosystem (biodiversity) that can result from natural catastrophic events, changes in climate, and human activity. Recognize changes in living things (biodiversity) that can result from natural catastrophic events and human activity. Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability. Identify ways individuals can help the environment. Recognize a way to help the local environment. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Describe ways the lifestyles of individuals and groups can help or hurt the environment. Identify that clean water and air are important for supporting life in an ecosystem. Recognize examples of mutual relationships between people and other living things. eText: Chapter 7 Assessment Curriculum Standards: Identify types of renewable and nonrenewable natural resources and explain the need for conservation. Recognize actions that are harmful to living things. Recognize how animals and plants in an ecosystem may be affected by changes to the food supply or climate. Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Moreover, anthropogenic changes (induced by human activity) in the environment—including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change—can disrupt an ecosystem and threaten the survival of some species. (HS-LS2-7) Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. (secondary to HS-LS2-7), (HS-LS4-6) Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity. Human activities and natural events can have profound effects on populations, biodiversity and ecosystem processes. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Create a model tracking carbon atoms between inorganic and organic molecules in an ecosystem. Explain human impacts on climate based on this model. Changes in the atmosphere due to human activity have increased carbon dioxide concentrations and thus affect climate. (HS-ESS2-6) Earth's systems, being dynamic and interacting, cause feedback effects that can increase or decrease the original changes. (HS-ESS2-1) Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity. Create a computational simulation to illustrate the relationships among management of natural resources, the sustainability of human populations, and biodiversity. The sustainability of human societies and the biodiversity that supports them requires responsible management of natural resources. (HS-ESS3-3) Current models predict that, although future regional climate changes will be complex and varied, average global temperatures will continue to rise. The outcomes predicted by global climate models strongly depend on the amounts of human-generated greenhouse gases added to the atmosphere each year and by the ways in which these gases are absorbed by the ocean and biosphere. (secondary to HS-ESS3-6) Identify types of renewable and nonrenewable natural resources and explain the need for conservation. Recognize actions that are harmful to living things. Recognize how animals and plants in an ecosystem may be affected by changes to the food supply or climate. Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Human activities and natural events can have profound effects on populations, biodiversity and ecosystem processes. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Test Review: Humans and Global Change Curriculum Standards: Identify types of renewable and nonrenewable natural resources and explain the need for conservation. Recognize actions that are harmful to living things. Recognize how animals and plants in an ecosystem may be affected by changes to the food supply or climate. Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Moreover, anthropogenic changes (induced by human activity) in the environment—including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change—can disrupt an ecosystem and threaten the survival of some species. (HS-LS2-7) Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. (secondary to HS-LS2-7), (HS-LS4-6) Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity. Human activities and natural events can have profound effects on populations, biodiversity and ecosystem processes. Create a model tracking carbon atoms between inorganic and organic molecules in an ecosystem. Explain human impacts on climate based on this model. Changes in the atmosphere due to human activity have increased carbon dioxide concentrations and thus affect climate. (HS-ESS2-6) Earth's systems, being dynamic and interacting, cause feedback effects that can increase or decrease the original changes. (HS-ESS2-1) Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity. Create a computational simulation to illustrate the relationships among management of natural resources, the sustainability of human populations, and biodiversity. The sustainability of human societies and the biodiversity that supports them requires responsible management of natural resources. (HS-ESS3-3) Current models predict that, although future regional climate changes will be complex and varied, average global temperatures will continue to rise. The outcomes predicted by global climate models strongly depend on the amounts of human-generated greenhouse gases added to the atmosphere each year and by the ways in which these gases are absorbed by the ocean and biosphere. (secondary to HS-ESS3-6) Identify types of renewable and nonrenewable natural resources and explain the need for conservation. Recognize actions that are harmful to living things. Recognize how animals and plants in an ecosystem may be affected by changes to the food supply or climate. Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Human activities and natural events can have profound effects on populations, biodiversity and ecosystem processes. Editable Test: Humans and Global Change Curriculum Standards: Identify types of renewable and nonrenewable natural resources and explain the need for conservation. Recognize actions that are harmful to living things. Recognize how animals and plants in an ecosystem may be affected by changes to the food supply or climate. Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Moreover, anthropogenic changes (induced by human activity) in the environment—including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change—can disrupt an ecosystem and threaten the survival of some species. (HS-LS2-7) Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. (secondary to HS-LS2-7), (HS-LS4-6) Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity. Human activities and natural events can have profound effects on populations, biodiversity and ecosystem processes. Create a model tracking carbon atoms between inorganic and organic molecules in an ecosystem. Explain human impacts on climate based on this model. Changes in the atmosphere due to human activity have increased carbon dioxide concentrations and thus affect climate. (HS-ESS2-6) Earth's systems, being dynamic and interacting, cause feedback effects that can increase or decrease the original changes. (HS-ESS2-1) Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity. Create a computational simulation to illustrate the relationships among management of natural resources, the sustainability of human populations, and biodiversity. The sustainability of human societies and the biodiversity that supports them requires responsible management of natural resources. (HS-ESS3-3) Current models predict that, although future regional climate changes will be complex and varied, average global temperatures will continue to rise. The outcomes predicted by global climate models strongly depend on the amounts of human-generated greenhouse gases added to the atmosphere each year and by the ways in which these gases are absorbed by the ocean and biosphere. (secondary to HS-ESS3-6) Identify types of renewable and nonrenewable natural resources and explain the need for conservation. Recognize actions that are harmful to living things. Recognize how animals and plants in an ecosystem may be affected by changes to the food supply or climate. Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Human activities and natural events can have profound effects on populations, biodiversity and ecosystem processes. Test: Humans and Global Change Curriculum Standards: Identify types of renewable and nonrenewable natural resources and explain the need for conservation. Recognize actions that are harmful to living things. Recognize how animals and plants in an ecosystem may be affected by changes to the food supply or climate. Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Moreover, anthropogenic changes (induced by human activity) in the environment—including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change—can disrupt an ecosystem and threaten the survival of some species. (HS-LS2-7) Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. (secondary to HS-LS2-7), (HS-LS4-6) Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity. Human activities and natural events can have profound effects on populations, biodiversity and ecosystem processes. Create a model tracking carbon atoms between inorganic and organic molecules in an ecosystem. Explain human impacts on climate based on this model. Changes in the atmosphere due to human activity have increased carbon dioxide concentrations and thus affect climate. (HS-ESS2-6) Earth's systems, being dynamic and interacting, cause feedback effects that can increase or decrease the original changes. (HS-ESS2-1) Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity. Create a computational simulation to illustrate the relationships among management of natural resources, the sustainability of human populations, and biodiversity. The sustainability of human societies and the biodiversity that supports them requires responsible management of natural resources. (HS-ESS3-3) Current models predict that, although future regional climate changes will be complex and varied, average global temperatures will continue to rise. The outcomes predicted by global climate models strongly depend on the amounts of human-generated greenhouse gases added to the atmosphere each year and by the ways in which these gases are absorbed by the ocean and biosphere. (secondary to HS-ESS3-6) Identify types of renewable and nonrenewable natural resources and explain the need for conservation. Recognize actions that are harmful to living things. Recognize how animals and plants in an ecosystem may be affected by changes to the food supply or climate. Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Human activities and natural events can have profound effects on populations, biodiversity and ecosystem processes. eText: FL End-of-Course Test Practice: Humans and Global Change Curriculum Standards: Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. (secondary to HS-LS2-7), (HS-LS4-6) Recognize actions that are harmful to living things. Create a model tracking carbon atoms between inorganic and organic molecules in an ecosystem. Explain human impacts on climate based on this model. Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability. Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability. Describe ways the lifestyles of individuals and groups can help or hurt the environment. Changes in the atmosphere due to human activity have increased carbon dioxide concentrations and thus affect climate. (HS-ESS2-6) Identify ecosystem services and assess the role of biodiversity in support of these services. Analyze the role human activities have on disruption of these services. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity. Create a computational simulation to illustrate the relationships among management of natural resources, the sustainability of human populations, and biodiversity. The sustainability of human societies and the biodiversity that supports them requires responsible management of natural resources. (HS-ESS3-3) Current models predict that, although future regional climate changes will be complex and varied, average global temperatures will continue to rise. The outcomes predicted by global climate models strongly depend on the amounts of human-generated greenhouse gases added to the atmosphere each year and by the ways in which these gases are absorbed by the ocean and biosphere. (secondary to HS-ESS3-6) Recognize actions that are harmful to living things. Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability. Describe ways the lifestyles of individuals and groups can help or hurt the environment. Editable FL EOC Test: Humans and Global Change Curriculum Standards: Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. (secondary to HS-LS2-7), (HS-LS4-6) Recognize actions that are harmful to living things. Create a model tracking carbon atoms between inorganic and organic molecules in an ecosystem. Explain human impacts on climate based on this model. Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability. Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability. Describe ways the lifestyles of individuals and groups can help or hurt the environment. Changes in the atmosphere due to human activity have increased carbon dioxide concentrations and thus affect climate. (HS-ESS2-6) Identify ecosystem services and assess the role of biodiversity in support of these services. Analyze the role human activities have on disruption of these services. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity. Create a computational simulation to illustrate the relationships among management of natural resources, the sustainability of human populations, and biodiversity. The sustainability of human societies and the biodiversity that supports them requires responsible management of natural resources. (HS-ESS3-3) Current models predict that, although future regional climate changes will be complex and varied, average global temperatures will continue to rise. The outcomes predicted by global climate models strongly depend on the amounts of human-generated greenhouse gases added to the atmosphere each year and by the ways in which these gases are absorbed by the ocean and biosphere. (secondary to HS-ESS3-6) Recognize actions that are harmful to living things. Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability. Describe ways the lifestyles of individuals and groups can help or hurt the environment. FL End-of-Course Test Practice: Humans and Global Change Curriculum Standards: Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. (secondary to HS-LS2-7), (HS-LS4-6) Recognize actions that are harmful to living things. Create a model tracking carbon atoms between inorganic and organic molecules in an ecosystem. Explain human impacts on climate based on this model. Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability. Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability. Describe ways the lifestyles of individuals and groups can help or hurt the environment. Changes in the atmosphere due to human activity have increased carbon dioxide concentrations and thus affect climate. (HS-ESS2-6) Identify ecosystem services and assess the role of biodiversity in support of these services. Analyze the role human activities have on disruption of these services. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity. Create a computational simulation to illustrate the relationships among management of natural resources, the sustainability of human populations, and biodiversity. The sustainability of human societies and the biodiversity that supports them requires responsible management of natural resources. (HS-ESS3-3) Current models predict that, although future regional climate changes will be complex and varied, average global temperatures will continue to rise. The outcomes predicted by global climate models strongly depend on the amounts of human-generated greenhouse gases added to the atmosphere each year and by the ways in which these gases are absorbed by the ocean and biosphere. (secondary to HS-ESS3-6) Recognize actions that are harmful to living things. Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability. Describe ways the lifestyles of individuals and groups can help or hurt the environment. Enrichment: Humans and Global Change HHMI Enrichment Video: The Guide: A Biologist in Gorongosa Part 1 HHMI Enrichment Video: The Guide: A Biologist in Gorongosa Part 2 HHMI Enrichment Video: The Guide: A Biologist in Gorongosa Part 3 HHMI Enrichment Video: A Biologist in Gorongosa Learning Assessment HHMI Enrichment Article: Restoring Mozambique’s National Treasure Unit 3 Resources and Problem-Based Learning: Cells Connect eText: Cells Author Connections Video: Cells Problem-Based Learning PBL Introduction: Power From Pond Scum PBL Video: Energy and Life PBL Video Worksheet: Energy and Life Problem Launch: Power From Pond Scum PBL Lab: What Structures Make Up Algal Cells? Curriculum Standards: Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Identify the major parts of plant and animal cells, including the cell membrane, nucleus, and cytoplasm, and their basic functions. Utilize a model of a cell plasma membrane to compare the various types of cellular transport and test predictions about the movement of molecules into or out of a cell based on the homeostasis of energy and matter in cells. Cells have characteristic structures and functions that make them distinctive. Recognize that cells have different parts and each has a function. Match parts of common living things to their functions. Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Identify the major parts of plant and animal cells, including the cell membrane, nucleus, and cytoplasm, and their basic functions. Cells have characteristic structures and functions that make them distinctive. Recognize that cells have different parts and each has a function. Match parts of common living things to their functions. PBL Authentic Reading: Gold Rush for Algae PBL STEM Project: Raising Algae for Biofuels PBL Science Skills Activity: Algae and Biofuels Curriculum Standards: Explain the interrelated nature of photosynthesis and cellular respiration. Create a model of photosynthesis demonstrating the net flow of matter and energy into a cell. Use the model to explain energy transfer from light energy into stored chemical energy in the product. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. Explain the interrelated nature of photosynthesis and cellular respiration. Living organisms acquire the energy they need for life processes through various metabolic pathways (primarily photosynthesis and cellular respiration). Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. Photosynthesis and cellular respiration are important components of the carbon cycle, in which carbon is exchanged among the biosphere, atmosphere, oceans, and geosphere through chemical, physical, geological, and biological processes. (HS-LS2-5) Explain the interrelated nature of photosynthesis and cellular respiration. Living organisms acquire the energy they need for life processes through various metabolic pathways (primarily photosynthesis and cellular respiration). PBL Science Skills Worksheet: Algae and Biofuels Curriculum Standards: Explain the interrelated nature of photosynthesis and cellular respiration. Create a model of photosynthesis demonstrating the net flow of matter and energy into a cell. Use the model to explain energy transfer from light energy into stored chemical energy in the product. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. Explain the interrelated nature of photosynthesis and cellular respiration. Living organisms acquire the energy they need for life processes through various metabolic pathways (primarily photosynthesis and cellular respiration). Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. Photosynthesis and cellular respiration are important components of the carbon cycle, in which carbon is exchanged among the biosphere, atmosphere, oceans, and geosphere through chemical, physical, geological, and biological processes. (HS-LS2-5) Explain the interrelated nature of photosynthesis and cellular respiration. Living organisms acquire the energy they need for life processes through various metabolic pathways (primarily photosynthesis and cellular respiration). PBL Interactivity: Optimizing Algal Growth Curriculum Standards: Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. In multicellular organisms, individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. (HS-LS1-4) PBL Interactivity Worksheet: Optimizing Algal Growth Problem Wrap-Up: Power From Pond Scum Demonstrate Benchmark Test Review: Unit 3: Cells Curriculum Standards: Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Identify the major parts of plant and animal cells, including the cell membrane, nucleus, and cytoplasm, and their basic functions. Cells have characteristic structures and functions that make them distinctive. Identify that all living things are made of cells and cells function in similar ways (cell theory). Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Create a model for the major events of the eukaryotic cell cycle, including mitosis. Compare and contrast the rates of cell division in various eukaryotic cell types in multicellular organisms. In multicellular organisms, individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. (HS-LS1-4) Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Recognize that cells reproduce by dividing. Identify the reactants, products, and basic functions of photosynthesis. The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen. (HS-LS1-5) Identify the reactants, products, and basic functions of photosynthesis. Identify the products and function of photosynthesis. Recognize that the function of photosynthesis is to produce food for plants. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. Photosynthesis and cellular respiration (including anaerobic processes) provide most of the energy for life processes. (HSLS2- 3) Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Living organisms acquire the energy they need for life processes through various metabolic pathways (primarily photosynthesis and cellular respiration). Create a model tracking carbon atoms between inorganic and organic molecules in an ecosystem. Explain human impacts on climate based on this model. Recognize that plants give off oxygen that is used by animals and animals give off carbon dioxide that is used by plants. Recognize that people and animals breathe in the oxygen that plants give off. 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). Describe how mutation and genetic recombination increase genetic variation. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Model chromosome progression through meiosis and fertilization in order to argue how the processes of sexual reproduction lead to both genetic similarities and variation in diploid organisms. Compare and contrast the processes of sexual and asexual reproduction, identifying the advantages and disadvantages of each. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment's limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. (HS-LS4-2) Describe how mutation and genetic recombination increase genetic variation. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Genetic information is passed from generation to generation by DNA in all organisms and accounts for similarities in related individuals. Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Recognize that energy is stored in cells. Explain the interrelated nature of photosynthesis and cellular respiration. Create a model of photosynthesis demonstrating the net flow of matter and energy into a cell. Use the model to explain energy transfer from light energy into stored chemical energy in the product. Explain the interrelated nature of photosynthesis and cellular respiration. Utilize a model of a cell plasma membrane to compare the various types of cellular transport and test predictions about the movement of molecules into or out of a cell based on the homeostasis of energy and matter in cells. Evaluate comparative models of various cell types with a focus on organic molecules that make up cellular structures. Compare and contrast structure and function of various types of microscopes. Compare and contrast structure and function of various types of microscopes. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Integrate evidence to develop a structural model of a DNA molecule. Using the model, develop and communicate an explanation for how DNA serves as a template for self-replication and encodes biological information. Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell. Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Demonstrate how DNA sequence information is decoded through transcriptional and translational processes within the cell in order to synthesize proteins. Examine the relationship of structure and function of various types of RNA and the importance of this relationship in these processes. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. Photosynthesis and cellular respiration are important components of the carbon cycle, in which carbon is exchanged among the biosphere, atmosphere, oceans, and geosphere through chemical, physical, geological, and biological processes. (HS-LS2-5) Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. Systems of specialized cells within organisms help them perform the essential functions of life. (HS-LS1-1) Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Identify the major parts of plant and animal cells, including the cell membrane, nucleus, and cytoplasm, and their basic functions. Cells have characteristic structures and functions that make them distinctive. Identify that all living things are made of cells and cells function in similar ways (cell theory). Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Recognize that cells reproduce by dividing. Identify the reactants, products, and basic functions of photosynthesis. Identify the products and function of photosynthesis. Recognize that the function of photosynthesis is to produce food for plants. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Living organisms acquire the energy they need for life processes through various metabolic pathways (primarily photosynthesis and cellular respiration). Recognize that plants give off oxygen that is used by animals and animals give off carbon dioxide that is used by plants. Recognize that people and animals breathe in the oxygen that plants give off. 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). Describe how mutation and genetic recombination increase genetic variation. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Genetic information is passed from generation to generation by DNA in all organisms and accounts for similarities in related individuals. Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Recognize that energy is stored in cells. Explain the interrelated nature of photosynthesis and cellular respiration. Compare and contrast structure and function of various types of microscopes. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Editable Benchmark Test: Unit 3: Cells Curriculum Standards: Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Identify the major parts of plant and animal cells, including the cell membrane, nucleus, and cytoplasm, and their basic functions. Cells have characteristic structures and functions that make them distinctive. Identify that all living things are made of cells and cells function in similar ways (cell theory). Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Create a model for the major events of the eukaryotic cell cycle, including mitosis. Compare and contrast the rates of cell division in various eukaryotic cell types in multicellular organisms. In multicellular organisms, individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. (HS-LS1-4) Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Recognize that cells reproduce by dividing. Identify the reactants, products, and basic functions of photosynthesis. The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen. (HS-LS1-5) Identify the reactants, products, and basic functions of photosynthesis. Identify the products and function of photosynthesis. Recognize that the function of photosynthesis is to produce food for plants. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. Photosynthesis and cellular respiration (including anaerobic processes) provide most of the energy for life processes. (HSLS2- 3) Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Living organisms acquire the energy they need for life processes through various metabolic pathways (primarily photosynthesis and cellular respiration). Create a model tracking carbon atoms between inorganic and organic molecules in an ecosystem. Explain human impacts on climate based on this model. Recognize that plants give off oxygen that is used by animals and animals give off carbon dioxide that is used by plants. Recognize that people and animals breathe in the oxygen that plants give off. 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). Describe how mutation and genetic recombination increase genetic variation. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Model chromosome progression through meiosis and fertilization in order to argue how the processes of sexual reproduction lead to both genetic similarities and variation in diploid organisms. Compare and contrast the processes of sexual and asexual reproduction, identifying the advantages and disadvantages of each. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment's limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. (HS-LS4-2) Describe how mutation and genetic recombination increase genetic variation. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Genetic information is passed from generation to generation by DNA in all organisms and accounts for similarities in related individuals. Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Recognize that energy is stored in cells. Explain the interrelated nature of photosynthesis and cellular respiration. Create a model of photosynthesis demonstrating the net flow of matter and energy into a cell. Use the model to explain energy transfer from light energy into stored chemical energy in the product. Explain the interrelated nature of photosynthesis and cellular respiration. Utilize a model of a cell plasma membrane to compare the various types of cellular transport and test predictions about the movement of molecules into or out of a cell based on the homeostasis of energy and matter in cells. Evaluate comparative models of various cell types with a focus on organic molecules that make up cellular structures. Compare and contrast structure and function of various types of microscopes. Compare and contrast structure and function of various types of microscopes. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Integrate evidence to develop a structural model of a DNA molecule. Using the model, develop and communicate an explanation for how DNA serves as a template for self-replication and encodes biological information. Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell. Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Demonstrate how DNA sequence information is decoded through transcriptional and translational processes within the cell in order to synthesize proteins. Examine the relationship of structure and function of various types of RNA and the importance of this relationship in these processes. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. Photosynthesis and cellular respiration are important components of the carbon cycle, in which carbon is exchanged among the biosphere, atmosphere, oceans, and geosphere through chemical, physical, geological, and biological processes. (HS-LS2-5) Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. Systems of specialized cells within organisms help them perform the essential functions of life. (HS-LS1-1) Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Identify the major parts of plant and animal cells, including the cell membrane, nucleus, and cytoplasm, and their basic functions. Cells have characteristic structures and functions that make them distinctive. Identify that all living things are made of cells and cells function in similar ways (cell theory). Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Recognize that cells reproduce by dividing. Identify the reactants, products, and basic functions of photosynthesis. Identify the products and function of photosynthesis. Recognize that the function of photosynthesis is to produce food for plants. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Living organisms acquire the energy they need for life processes through various metabolic pathways (primarily photosynthesis and cellular respiration). Recognize that plants give off oxygen that is used by animals and animals give off carbon dioxide that is used by plants. Recognize that people and animals breathe in the oxygen that plants give off. 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). Describe how mutation and genetic recombination increase genetic variation. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Genetic information is passed from generation to generation by DNA in all organisms and accounts for similarities in related individuals. Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Recognize that energy is stored in cells. Explain the interrelated nature of photosynthesis and cellular respiration. Compare and contrast structure and function of various types of microscopes. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Benchmark Test: Unit 3: Cells Curriculum Standards: Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Identify the major parts of plant and animal cells, including the cell membrane, nucleus, and cytoplasm, and their basic functions. Cells have characteristic structures and functions that make them distinctive. Identify that all living things are made of cells and cells function in similar ways (cell theory). Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Create a model for the major events of the eukaryotic cell cycle, including mitosis. Compare and contrast the rates of cell division in various eukaryotic cell types in multicellular organisms. In multicellular organisms, individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. (HS-LS1-4) Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Recognize that cells reproduce by dividing. Identify the reactants, products, and basic functions of photosynthesis. The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen. (HS-LS1-5) Identify the reactants, products, and basic functions of photosynthesis. Identify the products and function of photosynthesis. Recognize that the function of photosynthesis is to produce food for plants. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. Photosynthesis and cellular respiration (including anaerobic processes) provide most of the energy for life processes. (HSLS2- 3) Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Living organisms acquire the energy they need for life processes through various metabolic pathways (primarily photosynthesis and cellular respiration). Create a model tracking carbon atoms between inorganic and organic molecules in an ecosystem. Explain human impacts on climate based on this model. Recognize that plants give off oxygen that is used by animals and animals give off carbon dioxide that is used by plants. Recognize that people and animals breathe in the oxygen that plants give off. 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). Describe how mutation and genetic recombination increase genetic variation. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Model chromosome progression through meiosis and fertilization in order to argue how the processes of sexual reproduction lead to both genetic similarities and variation in diploid organisms. Compare and contrast the processes of sexual and asexual reproduction, identifying the advantages and disadvantages of each. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment's limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. (HS-LS4-2) Describe how mutation and genetic recombination increase genetic variation. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Genetic information is passed from generation to generation by DNA in all organisms and accounts for similarities in related individuals. Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Recognize that energy is stored in cells. Explain the interrelated nature of photosynthesis and cellular respiration. Create a model of photosynthesis demonstrating the net flow of matter and energy into a cell. Use the model to explain energy transfer from light energy into stored chemical energy in the product. Explain the interrelated nature of photosynthesis and cellular respiration. Utilize a model of a cell plasma membrane to compare the various types of cellular transport and test predictions about the movement of molecules into or out of a cell based on the homeostasis of energy and matter in cells. Evaluate comparative models of various cell types with a focus on organic molecules that make up cellular structures. Compare and contrast structure and function of various types of microscopes. Compare and contrast structure and function of various types of microscopes. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Integrate evidence to develop a structural model of a DNA molecule. Using the model, develop and communicate an explanation for how DNA serves as a template for self-replication and encodes biological information. Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell. Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Demonstrate how DNA sequence information is decoded through transcriptional and translational processes within the cell in order to synthesize proteins. Examine the relationship of structure and function of various types of RNA and the importance of this relationship in these processes. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. Photosynthesis and cellular respiration are important components of the carbon cycle, in which carbon is exchanged among the biosphere, atmosphere, oceans, and geosphere through chemical, physical, geological, and biological processes. (HS-LS2-5) Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. Systems of specialized cells within organisms help them perform the essential functions of life. (HS-LS1-1) Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Identify the major parts of plant and animal cells, including the cell membrane, nucleus, and cytoplasm, and their basic functions. Cells have characteristic structures and functions that make them distinctive. Identify that all living things are made of cells and cells function in similar ways (cell theory). Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Recognize that cells reproduce by dividing. Identify the reactants, products, and basic functions of photosynthesis. Identify the products and function of photosynthesis. Recognize that the function of photosynthesis is to produce food for plants. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Living organisms acquire the energy they need for life processes through various metabolic pathways (primarily photosynthesis and cellular respiration). Recognize that plants give off oxygen that is used by animals and animals give off carbon dioxide that is used by plants. Recognize that people and animals breathe in the oxygen that plants give off. 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). Describe how mutation and genetic recombination increase genetic variation. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Genetic information is passed from generation to generation by DNA in all organisms and accounts for similarities in related individuals. Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Recognize that energy is stored in cells. Explain the interrelated nature of photosynthesis and cellular respiration. Compare and contrast structure and function of various types of microscopes. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Chapter 8: Cell Structure and Function Chapter Opener: Cell Structure and Function eText: Cell Structure and Function Curriculum Standards: Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Identify the major parts of plant and animal cells, including the cell membrane, nucleus, and cytoplasm, and their basic functions. Describe the scientific theory of cells (cell theory) and relate the history of its discovery to the process of science. Describe the scientific theory of cells (cell theory) and relate the history of its discovery to the process of science. Identify that all living things are made of cells and cells function in similar ways (cell theory). Identify that the cell is the smallest basic unit of life and that all living things are made of cells. Utilize a model of a cell plasma membrane to compare the various types of cellular transport and test predictions about the movement of molecules into or out of a cell based on the homeostasis of energy and matter in cells. Cells have characteristic structures and functions that make them distinctive. Recognize that cells have different parts and each has a function. Processes in a cell can be classified broadly as growth, maintenance, reproduction, and homeostasis. Life can be organized in a functional and structural hierarchy ranging from cells to the biosphere. Match parts of common living things to their functions. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Identify the major parts of plant and animal cells, including the cell membrane, nucleus, and cytoplasm, and their basic functions. Describe the scientific theory of cells (cell theory) and relate the history of its discovery to the process of science. Identify that all living things are made of cells and cells function in similar ways (cell theory). Identify that the cell is the smallest basic unit of life and that all living things are made of cells. Cells have characteristic structures and functions that make them distinctive. Recognize that cells have different parts and each has a function. Processes in a cell can be classified broadly as growth, maintenance, reproduction, and homeostasis. Life can be organized in a functional and structural hierarchy ranging from cells to the biosphere. Match parts of common living things to their functions. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Biology Foundations: Cell Structure and Function Curriculum Standards: Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Identify the major parts of plant and animal cells, including the cell membrane, nucleus, and cytoplasm, and their basic functions. Describe the scientific theory of cells (cell theory) and relate the history of its discovery to the process of science. Describe the scientific theory of cells (cell theory) and relate the history of its discovery to the process of science. Identify that all living things are made of cells and cells function in similar ways (cell theory). Identify that the cell is the smallest basic unit of life and that all living things are made of cells. Utilize a model of a cell plasma membrane to compare the various types of cellular transport and test predictions about the movement of molecules into or out of a cell based on the homeostasis of energy and matter in cells. Cells have characteristic structures and functions that make them distinctive. Recognize that cells have different parts and each has a function. Processes in a cell can be classified broadly as growth, maintenance, reproduction, and homeostasis. Life can be organized in a functional and structural hierarchy ranging from cells to the biosphere. Match parts of common living things to their functions. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Identify the major parts of plant and animal cells, including the cell membrane, nucleus, and cytoplasm, and their basic functions. Describe the scientific theory of cells (cell theory) and relate the history of its discovery to the process of science. Identify that all living things are made of cells and cells function in similar ways (cell theory). Identify that the cell is the smallest basic unit of life and that all living things are made of cells. Cells have characteristic structures and functions that make them distinctive. Recognize that cells have different parts and each has a function. Processes in a cell can be classified broadly as growth, maintenance, reproduction, and homeostasis. Life can be organized in a functional and structural hierarchy ranging from cells to the biosphere. Match parts of common living things to their functions. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Lesson 1: Life Is Cellular Connect Class Discussion: Cell Theory Curriculum Standards: Explain that a scientific theory is the culmination of many scientific investigations drawing together all the current evidence concerning a substantial range of phenomena; thus, a scientific theory represents the most powerful explanation scientists have to offer. Scientific inquiry is characterized by a common set of values that include: logical thinking, precision, open-mindedness, objectivity, skepticism, replicability of results, and honest and ethical reporting of findings. Explain that a scientific theory is the culmination of many scientific investigations drawing together all the current evidence concerning a substantial range of phenomena; thus, a scientific theory represents the most powerful explanation scientists have to offer. Recognize that the strength or usefulness of a scientific claim is evaluated through scientific argumentation, which depends on? critical and logical thinking, and the active consideration of alternative scientific explanations to explain the data presented. Recognize that the strength or usefulness of a scientific claim is evaluated through scientific argumentation, which depends on critical and logical thinking, and the active consideration of alternative scientific explanations to explain the data presented. Recognize that theories do not become laws, nor do laws become theories; theories are well supported explanations and laws are well supported descriptions. A scientific theory is a substantiated explanation of some aspect of the natural world, based on a body of facts that have been repeatedly confirmed through observation and experiment and the science community validates each theory before it is accepted. If new evidence is discovered that the theory does not accommodate, the theory is generally modified in light of this new evidence. Recognize that scientific knowledge can be challenged or confirmed by new investigations and reexamination. Recognize that theories do not become laws, nor do laws become theories; theories are well supported explanations and laws are well supported descriptions. Recognize that a scientific theory is developed by repeated investigations of many scientists and agreement on the likely explanation. Recognize that scientific theories are supported by evidence and agreement of many scientists. Explain that a scientific theory is the culmination of many scientific investigations drawing together all the current evidence concerning a substantial range of phenomena; thus, a scientific theory represents the most powerful explanation scientists have to offer. Recognize that the strength or usefulness of a scientific claim is evaluated through scientific argumentation, which depends on?_ critical and logical thinking, and the active consideration of alternative scientific explanations to explain the data presented. Recognize that scientific knowledge can be challenged or confirmed by new investigations and reexamination. Recognize that theories do not become laws, nor do laws become theories; theories are well supported explanations and laws are well supported descriptions. Recognize that a scientific theory is developed by repeated investigations of many scientists and agreement on the likely explanation. Recognize that scientific theories are supported by evidence and agreement of many scientists. Investigate eText: Life Is Cellular Curriculum Standards: Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Identify the major parts of plant and animal cells, including the cell membrane, nucleus, and cytoplasm, and their basic functions. Describe the scientific theory of cells (cell theory) and relate the history of its discovery to the process of science. Describe the scientific theory of cells (cell theory) and relate the history of its discovery to the process of science. Identify that all living things are made of cells and cells function in similar ways (cell theory). Identify that the cell is the smallest basic unit of life and that all living things are made of cells. Cells have characteristic structures and functions that make them distinctive. Identify that parts of cells (organelles) can combine to work together. Processes in a cell can be classified broadly as growth, maintenance, reproduction, and homeostasis. Life can be organized in a functional and structural hierarchy ranging from cells to the biosphere. Evaluate comparative models of various cell types with a focus on organic molecules that make up cellular structures. Compare and contrast structure and function of various types of microscopes. Compare and contrast structure and function of various types of microscopes. Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Identify the major parts of plant and animal cells, including the cell membrane, nucleus, and cytoplasm, and their basic functions. Describe the scientific theory of cells (cell theory) and relate the history of its discovery to the process of science. Identify that all living things are made of cells and cells function in similar ways (cell theory). Identify that the cell is the smallest basic unit of life and that all living things are made of cells. Cells have characteristic structures and functions that make them distinctive. Identify that parts of cells (organelles) can combine to work together. Processes in a cell can be classified broadly as growth, maintenance, reproduction, and homeostasis. Life can be organized in a functional and structural hierarchy ranging from cells to the biosphere. Compare and contrast structure and function of various types of microscopes. Quick Lab: What Is a Cell? Curriculum Standards: Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Identify the major parts of plant and animal cells, including the cell membrane, nucleus, and cytoplasm, and their basic functions. Cells have characteristic structures and functions that make them distinctive. Identify that parts of cells (organelles) can combine to work together. Evaluate comparative models of various cell types with a focus on organic molecules that make up cellular structures. Compare and contrast structure and function of various types of microscopes. Compare and contrast structure and function of various types of microscopes. Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Identify the major parts of plant and animal cells, including the cell membrane, nucleus, and cytoplasm, and their basic functions. Cells have characteristic structures and functions that make them distinctive. Identify that parts of cells (organelles) can combine to work together. Compare and contrast structure and function of various types of microscopes. Interactivity: Prokaryotes and Eukaryotes Curriculum Standards: Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Identify the major parts of plant and animal cells, including the cell membrane, nucleus, and cytoplasm, and their basic functions. Cells have characteristic structures and functions that make them distinctive. Identify that parts of cells (organelles) can combine to work together. Evaluate comparative models of various cell types with a focus on organic molecules that make up cellular structures. Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Identify the major parts of plant and animal cells, including the cell membrane, nucleus, and cytoplasm, and their basic functions. Cells have characteristic structures and functions that make them distinctive. Identify that parts of cells (organelles) can combine to work together. Spanish Workbook: Life Is Cellular Editable Presentation: Life Is Cellular Synthesize Interactive Video: Microscopes Curriculum Standards: Compare and contrast structure and function of various types of microscopes. Compare and contrast structure and function of various types of microscopes. Compare and contrast structure and function of various types of microscopes. Demonstrate eText: Lesson Review: Life Is Cellular Curriculum Standards: Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Identify the major parts of plant and animal cells, including the cell membrane, nucleus, and cytoplasm, and their basic functions. Describe the scientific theory of cells (cell theory) and relate the history of its discovery to the process of science. Describe the scientific theory of cells (cell theory) and relate the history of its discovery to the process of science. Identify that all living things are made of cells and cells function in similar ways (cell theory). Identify that the cell is the smallest basic unit of life and that all living things are made of cells. 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). Compare and contrast structure and function of various types of microscopes. Compare and contrast structure and function of various types of microscopes. Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Identify the major parts of plant and animal cells, including the cell membrane, nucleus, and cytoplasm, and their basic functions. Describe the scientific theory of cells (cell theory) and relate the history of its discovery to the process of science. Identify that all living things are made of cells and cells function in similar ways (cell theory). Identify that the cell is the smallest basic unit of life and that all living things are made of cells. 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). Compare and contrast structure and function of various types of microscopes. Quiz Review: Life is Cellular Curriculum Standards: Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Identify the major parts of plant and animal cells, including the cell membrane, nucleus, and cytoplasm, and their basic functions. Describe the scientific theory of cells (cell theory) and relate the history of its discovery to the process of science. Describe the scientific theory of cells (cell theory) and relate the history of its discovery to the process of science. Identify that all living things are made of cells and cells function in similar ways (cell theory). Identify that the cell is the smallest basic unit of life and that all living things are made of cells. 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). Compare and contrast structure and function of various types of microscopes. Compare and contrast structure and function of various types of microscopes. Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Identify the major parts of plant and animal cells, including the cell membrane, nucleus, and cytoplasm, and their basic functions. Describe the scientific theory of cells (cell theory) and relate the history of its discovery to the process of science. Identify that all living things are made of cells and cells function in similar ways (cell theory). Identify that the cell is the smallest basic unit of life and that all living things are made of cells. 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). Compare and contrast structure and function of various types of microscopes. Editable Quiz: Life is Cellular Curriculum Standards: Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Identify the major parts of plant and animal cells, including the cell membrane, nucleus, and cytoplasm, and their basic functions. Describe the scientific theory of cells (cell theory) and relate the history of its discovery to the process of science. Describe the scientific theory of cells (cell theory) and relate the history of its discovery to the process of science. Identify that all living things are made of cells and cells function in similar ways (cell theory). Identify that the cell is the smallest basic unit of life and that all living things are made of cells. 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). Compare and contrast structure and function of various types of microscopes. Compare and contrast structure and function of various types of microscopes. Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Identify the major parts of plant and animal cells, including the cell membrane, nucleus, and cytoplasm, and their basic functions. Describe the scientific theory of cells (cell theory) and relate the history of its discovery to the process of science. Identify that all living things are made of cells and cells function in similar ways (cell theory). Identify that the cell is the smallest basic unit of life and that all living things are made of cells. 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). Compare and contrast structure and function of various types of microscopes. Quiz: Life Is Cellular Curriculum Standards: Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Identify the major parts of plant and animal cells, including the cell membrane, nucleus, and cytoplasm, and their basic functions. Describe the scientific theory of cells (cell theory) and relate the history of its discovery to the process of science. Describe the scientific theory of cells (cell theory) and relate the history of its discovery to the process of science. Identify that all living things are made of cells and cells function in similar ways (cell theory). Identify that the cell is the smallest basic unit of life and that all living things are made of cells. 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). Compare and contrast structure and function of various types of microscopes. Compare and contrast structure and function of various types of microscopes. Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Identify the major parts of plant and animal cells, including the cell membrane, nucleus, and cytoplasm, and their basic functions. Describe the scientific theory of cells (cell theory) and relate the history of its discovery to the process of science. Identify that all living things are made of cells and cells function in similar ways (cell theory). Identify that the cell is the smallest basic unit of life and that all living things are made of cells. 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). Compare and contrast structure and function of various types of microscopes. Lesson 2: Cell Structure Connect Discussion Board: Structure and Function Curriculum Standards: Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Identify the major parts of plant and animal cells, including the cell membrane, nucleus, and cytoplasm, and their basic functions. Utilize a model of a cell plasma membrane to compare the various types of cellular transport and test predictions about the movement of molecules into or out of a cell based on the homeostasis of energy and matter in cells. Cells have characteristic structures and functions that make them distinctive. Recognize that cells have different parts and each has a function. Identify that parts of cells (organelles) can combine to work together. Match parts of common living things to their functions. Evaluate comparative models of various cell types with a focus on organic molecules that make up cellular structures. Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Identify the major parts of plant and animal cells, including the cell membrane, nucleus, and cytoplasm, and their basic functions. Cells have characteristic structures and functions that make them distinctive. Recognize that cells have different parts and each has a function. Identify that parts of cells (organelles) can combine to work together. Match parts of common living things to their functions. Investigate eText: Cell Structure Curriculum Standards: Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. In multicellular organisms, individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. (HS-LS1-4) Most multicellular organisms are composed of organ systems whose structures reflect their particular function. Recognize that small parts of a living thing can work together. Demonstrate how DNA sequence information is decoded through transcriptional and translational processes within the cell in order to synthesize proteins. Examine the relationship of structure and function of various types of RNA and the importance of this relationship in these processes. Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells. All cells contain genetic information in the form of DNA molecules. Genes are regions in the DNA that contain the instructions that code for the formation of proteins, which carry out most of the work of cells. (HS-LS1-1) DNA stores and transmits genetic information. Genes are sets of instructions encoded in the structure of DNA. Multicellular organisms have a hierarchical structural organization, in which any one system is made up of numerous parts and is itself a component of the next level. (HS-LS1-2) Integrate evidence to develop a structural model of a DNA molecule. Using the model, develop and communicate an explanation for how DNA serves as a template for self-replication and encodes biological information. Most multicellular organisms are composed of organ systems whose structures reflect their particular function. Recognize that small parts of a living thing can work together. DNA stores and transmits genetic information. Genes are sets of instructions encoded in the structure of DNA. Quick Lab: How Can You Make a Model of a Cell? Curriculum Standards: Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Identify the major parts of plant and animal cells, including the cell membrane, nucleus, and cytoplasm, and their basic functions. Utilize a model of a cell plasma membrane to compare the various types of cellular transport and test predictions about the movement of molecules into or out of a cell based on the homeostasis of energy and matter in cells. Cells have characteristic structures and functions that make them distinctive. Recognize that cells have different parts and each has a function. Identify that parts of cells (organelles) can combine to work together. Match parts of common living things to their functions. Evaluate comparative models of various cell types with a focus on organic molecules that make up cellular structures. Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Identify the major parts of plant and animal cells, including the cell membrane, nucleus, and cytoplasm, and their basic functions. Cells have characteristic structures and functions that make them distinctive. Recognize that cells have different parts and each has a function. Identify that parts of cells (organelles) can combine to work together. Match parts of common living things to their functions. Interactivity: Cell Structure Curriculum Standards: Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Identify the major parts of plant and animal cells, including the cell membrane, nucleus, and cytoplasm, and their basic functions. Utilize a model of a cell plasma membrane to compare the various types of cellular transport and test predictions about the movement of molecules into or out of a cell based on the homeostasis of energy and matter in cells. Cells have characteristic structures and functions that make them distinctive. Recognize that cells have different parts and each has a function. Match parts of common living things to their functions. Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Identify the major parts of plant and animal cells, including the cell membrane, nucleus, and cytoplasm, and their basic functions. Cells have characteristic structures and functions that make them distinctive. Recognize that cells have different parts and each has a function. Match parts of common living things to their functions. Spanish Workbook: Cell Structure Editable Presentation: Cell Structure Synthesize Science Skills Activity: Specialized Cells Curriculum Standards: Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Identify the major parts of plant and animal cells, including the cell membrane, nucleus, and cytoplasm, and their basic functions. Utilize a model of a cell plasma membrane to compare the various types of cellular transport and test predictions about the movement of molecules into or out of a cell based on the homeostasis of energy and matter in cells. Cells have characteristic structures and functions that make them distinctive. Recognize that cells have different parts and each has a function. Match parts of common living things to their functions. Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Identify the major parts of plant and animal cells, including the cell membrane, nucleus, and cytoplasm, and their basic functions. Cells have characteristic structures and functions that make them distinctive. Recognize that cells have different parts and each has a function. Match parts of common living things to their functions. Science Skills Worksheet: Specialized Cells Curriculum Standards: Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Identify the major parts of plant and animal cells, including the cell membrane, nucleus, and cytoplasm, and their basic functions. Utilize a model of a cell plasma membrane to compare the various types of cellular transport and test predictions about the movement of molecules into or out of a cell based on the homeostasis of energy and matter in cells. Cells have characteristic structures and functions that make them distinctive. Recognize that cells have different parts and each has a function. Match parts of common living things to their functions. Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Identify the major parts of plant and animal cells, including the cell membrane, nucleus, and cytoplasm, and their basic functions. Cells have characteristic structures and functions that make them distinctive. Recognize that cells have different parts and each has a function. Match parts of common living things to their functions. PBL Lab: What Structures Make Up Algal Cells? Curriculum Standards: Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Identify the major parts of plant and animal cells, including the cell membrane, nucleus, and cytoplasm, and their basic functions. Utilize a model of a cell plasma membrane to compare the various types of cellular transport and test predictions about the movement of molecules into or out of a cell based on the homeostasis of energy and matter in cells. Cells have characteristic structures and functions that make them distinctive. Recognize that cells have different parts and each has a function. Match parts of common living things to their functions. Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Identify the major parts of plant and animal cells, including the cell membrane, nucleus, and cytoplasm, and their basic functions. Cells have characteristic structures and functions that make them distinctive. Recognize that cells have different parts and each has a function. Match parts of common living things to their functions. Demonstrate eText: Lesson Review: Cell Structure Curriculum Standards: Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Identify the major parts of plant and animal cells, including the cell membrane, nucleus, and cytoplasm, and their basic functions. Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells. All cells contain genetic information in the form of DNA molecules. Genes are regions in the DNA that contain the instructions that code for the formation of proteins, which carry out most of the work of cells. (HS-LS1-1) DNA stores and transmits genetic information. Genes are sets of instructions encoded in the structure of DNA. Cells have characteristic structures and functions that make them distinctive. Recognize that cells have different parts and each has a function. Match parts of common living things to their functions. Evaluate comparative models of various cell types with a focus on organic molecules that make up cellular structures. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Identify the major parts of plant and animal cells, including the cell membrane, nucleus, and cytoplasm, and their basic functions. DNA stores and transmits genetic information. Genes are sets of instructions encoded in the structure of DNA. Cells have characteristic structures and functions that make them distinctive. Recognize that cells have different parts and each has a function. Match parts of common living things to their functions. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Quiz Review: Cell Structure Curriculum Standards: Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Identify the major parts of plant and animal cells, including the cell membrane, nucleus, and cytoplasm, and their basic functions. Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells. All cells contain genetic information in the form of DNA molecules. Genes are regions in the DNA that contain the instructions that code for the formation of proteins, which carry out most of the work of cells. (HS-LS1-1) DNA stores and transmits genetic information. Genes are sets of instructions encoded in the structure of DNA. Cells have characteristic structures and functions that make them distinctive. Recognize that cells have different parts and each has a function. Match parts of common living things to their functions. Evaluate comparative models of various cell types with a focus on organic molecules that make up cellular structures. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Identify the major parts of plant and animal cells, including the cell membrane, nucleus, and cytoplasm, and their basic functions. DNA stores and transmits genetic information. Genes are sets of instructions encoded in the structure of DNA. Cells have characteristic structures and functions that make them distinctive. Recognize that cells have different parts and each has a function. Match parts of common living things to their functions. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Editable Quiz: Cell Structure Curriculum Standards: Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Identify the major parts of plant and animal cells, including the cell membrane, nucleus, and cytoplasm, and their basic functions. Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells. All cells contain genetic information in the form of DNA molecules. Genes are regions in the DNA that contain the instructions that code for the formation of proteins, which carry out most of the work of cells. (HS-LS1-1) DNA stores and transmits genetic information. Genes are sets of instructions encoded in the structure of DNA. Cells have characteristic structures and functions that make them distinctive. Recognize that cells have different parts and each has a function. Match parts of common living things to their functions. Evaluate comparative models of various cell types with a focus on organic molecules that make up cellular structures. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Identify the major parts of plant and animal cells, including the cell membrane, nucleus, and cytoplasm, and their basic functions. DNA stores and transmits genetic information. Genes are sets of instructions encoded in the structure of DNA. Cells have characteristic structures and functions that make them distinctive. Recognize that cells have different parts and each has a function. Match parts of common living things to their functions. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Quiz: Cell Structure Curriculum Standards: Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Identify the major parts of plant and animal cells, including the cell membrane, nucleus, and cytoplasm, and their basic functions. Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells. All cells contain genetic information in the form of DNA molecules. Genes are regions in the DNA that contain the instructions that code for the formation of proteins, which carry out most of the work of cells. (HS-LS1-1) DNA stores and transmits genetic information. Genes are sets of instructions encoded in the structure of DNA. Cells have characteristic structures and functions that make them distinctive. Recognize that cells have different parts and each has a function. Match parts of common living things to their functions. Evaluate comparative models of various cell types with a focus on organic molecules that make up cellular structures. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Identify the major parts of plant and animal cells, including the cell membrane, nucleus, and cytoplasm, and their basic functions. DNA stores and transmits genetic information. Genes are sets of instructions encoded in the structure of DNA. Cells have characteristic structures and functions that make them distinctive. Recognize that cells have different parts and each has a function. Match parts of common living things to their functions. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Lesson 3: Cell Transport Connect Class Discussion: In or Out Curriculum Standards: Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Identify the major parts of plant and animal cells, including the cell membrane, nucleus, and cytoplasm, and their basic functions. Utilize a model of a cell plasma membrane to compare the various types of cellular transport and test predictions about the movement of molecules into or out of a cell based on the homeostasis of energy and matter in cells. Cells have characteristic structures and functions that make them distinctive. Recognize that cells have different parts and each has a function. Match parts of common living things to their functions. Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Identify the major parts of plant and animal cells, including the cell membrane, nucleus, and cytoplasm, and their basic functions. Cells have characteristic structures and functions that make them distinctive. Recognize that cells have different parts and each has a function. Match parts of common living things to their functions. Investigate eText: Cell Transport Curriculum Standards: Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Identify the major parts of plant and animal cells, including the cell membrane, nucleus, and cytoplasm, and their basic functions. Utilize a model of a cell plasma membrane to compare the various types of cellular transport and test predictions about the movement of molecules into or out of a cell based on the homeostasis of energy and matter in cells. Cells have characteristic structures and functions that make them distinctive. Recognize that cells have different parts and each has a function. Match parts of common living things to their functions. Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Identify the major parts of plant and animal cells, including the cell membrane, nucleus, and cytoplasm, and their basic functions. Cells have characteristic structures and functions that make them distinctive. Recognize that cells have different parts and each has a function. Match parts of common living things to their functions. Interactivity: Osmosis Curriculum Standards: Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Identify the major parts of plant and animal cells, including the cell membrane, nucleus, and cytoplasm, and their basic functions. Utilize a model of a cell plasma membrane to compare the various types of cellular transport and test predictions about the movement of molecules into or out of a cell based on the homeostasis of energy and matter in cells. Cells have characteristic structures and functions that make them distinctive. Recognize that cells have different parts and each has a function. Match parts of common living things to their functions. Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Identify the major parts of plant and animal cells, including the cell membrane, nucleus, and cytoplasm, and their basic functions. Cells have characteristic structures and functions that make them distinctive. Recognize that cells have different parts and each has a function. Match parts of common living things to their functions. Spanish Workbook: Cell Transport Editable Presentation: Cell Transport Synthesize Science Skills Activity: Cell Transport in Plants Curriculum Standards: Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. Utilize a model of a cell plasma membrane to compare the various types of cellular transport and test predictions about the movement of molecules into or out of a cell based on the homeostasis of energy and matter in cells. Feedback mechanisms maintain a living system's internal conditions within certain limits and mediate behaviors, allowing it to remain alive and functional even as external conditions change within some range. Feedback mechanisms can encourage (through positive feedback) or discourage (negative feedback) what is going on inside the living system. (HS-LS1-3) Science Skills Worksheet: Cell Transport in Plants Exploration Lab: Detecting Diffusion Curriculum Standards: Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Identify the major parts of plant and animal cells, including the cell membrane, nucleus, and cytoplasm, and their basic functions. Utilize a model of a cell plasma membrane to compare the various types of cellular transport and test predictions about the movement of molecules into or out of a cell based on the homeostasis of energy and matter in cells. Cells have characteristic structures and functions that make them distinctive. Recognize that cells have different parts and each has a function. Match parts of common living things to their functions. Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Identify the major parts of plant and animal cells, including the cell membrane, nucleus, and cytoplasm, and their basic functions. Cells have characteristic structures and functions that make them distinctive. Recognize that cells have different parts and each has a function. Match parts of common living things to their functions. Foundations Exploration Lab: Detecting Diffusion Curriculum Standards: Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Identify the major parts of plant and animal cells, including the cell membrane, nucleus, and cytoplasm, and their basic functions. Utilize a model of a cell plasma membrane to compare the various types of cellular transport and test predictions about the movement of molecules into or out of a cell based on the homeostasis of energy and matter in cells. Cells have characteristic structures and functions that make them distinctive. Recognize that cells have different parts and each has a function. Match parts of common living things to their functions. Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Identify the major parts of plant and animal cells, including the cell membrane, nucleus, and cytoplasm, and their basic functions. Cells have characteristic structures and functions that make them distinctive. Recognize that cells have different parts and each has a function. Match parts of common living things to their functions. Demonstrate eText: Lesson Review: Cell Transport Curriculum Standards: Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Utilize a model of a cell plasma membrane to compare the various types of cellular transport and test predictions about the movement of molecules into or out of a cell based on the homeostasis of energy and matter in cells. Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Evaluate comparative models of various cell types with a focus on organic molecules that make up cellular structures. Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. Feedback mechanisms maintain a living system's internal conditions within certain limits and mediate behaviors, allowing it to remain alive and functional even as external conditions change within some range. Feedback mechanisms can encourage (through positive feedback) or discourage (negative feedback) what is going on inside the living system. (HS-LS1-3) Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Quiz Review: Cell Transport Curriculum Standards: Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Utilize a model of a cell plasma membrane to compare the various types of cellular transport and test predictions about the movement of molecules into or out of a cell based on the homeostasis of energy and matter in cells. Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Evaluate comparative models of various cell types with a focus on organic molecules that make up cellular structures. Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. Feedback mechanisms maintain a living system's internal conditions within certain limits and mediate behaviors, allowing it to remain alive and functional even as external conditions change within some range. Feedback mechanisms can encourage (through positive feedback) or discourage (negative feedback) what is going on inside the living system. (HS-LS1-3) Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Editable Quiz: Cell Transport Curriculum Standards: Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Utilize a model of a cell plasma membrane to compare the various types of cellular transport and test predictions about the movement of molecules into or out of a cell based on the homeostasis of energy and matter in cells. Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Evaluate comparative models of various cell types with a focus on organic molecules that make up cellular structures. Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. Feedback mechanisms maintain a living system's internal conditions within certain limits and mediate behaviors, allowing it to remain alive and functional even as external conditions change within some range. Feedback mechanisms can encourage (through positive feedback) or discourage (negative feedback) what is going on inside the living system. (HS-LS1-3) Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Quiz: Cell Transport Curriculum Standards: Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Utilize a model of a cell plasma membrane to compare the various types of cellular transport and test predictions about the movement of molecules into or out of a cell based on the homeostasis of energy and matter in cells. Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Evaluate comparative models of various cell types with a focus on organic molecules that make up cellular structures. Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. Feedback mechanisms maintain a living system's internal conditions within certain limits and mediate behaviors, allowing it to remain alive and functional even as external conditions change within some range. Feedback mechanisms can encourage (through positive feedback) or discourage (negative feedback) what is going on inside the living system. (HS-LS1-3) Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Lesson 4: Homeostasis and Cells Connect Class Discussion: Maintaining Homeostasis Investigate eText: Homeostasis and Cells Curriculum Standards: Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Identify the major parts of plant and animal cells, including the cell membrane, nucleus, and cytoplasm, and their basic functions. Cells have characteristic structures and functions that make them distinctive. Identify that parts of cells (organelles) can combine to work together. Evaluate comparative models of various cell types with a focus on organic molecules that make up cellular structures. Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Identify the major parts of plant and animal cells, including the cell membrane, nucleus, and cytoplasm, and their basic functions. Cells have characteristic structures and functions that make them distinctive. Identify that parts of cells (organelles) can combine to work together. Interactivity: Multicellular Life Curriculum Standards: Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. In multicellular organisms, individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. (HS-LS1-4) Analyzing Data: Mitochondria in a Mouse: Case Study Curriculum Standards: Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Identify the major parts of plant and animal cells, including the cell membrane, nucleus, and cytoplasm, and their basic functions. Utilize a model of a cell plasma membrane to compare the various types of cellular transport and test predictions about the movement of molecules into or out of a cell based on the homeostasis of energy and matter in cells. Cells have characteristic structures and functions that make them distinctive. Recognize that cells have different parts and each has a function. Match parts of common living things to their functions. Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Identify the major parts of plant and animal cells, including the cell membrane, nucleus, and cytoplasm, and their basic functions. Cells have characteristic structures and functions that make them distinctive. Recognize that cells have different parts and each has a function. Match parts of common living things to their functions. Spanish Workbook: Homeostasis and Cells Editable Presentation: Homeostasis and Cells Synthesize Interactive Video: Maintaining Homeostasis Curriculum Standards: Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Identify the major parts of plant and animal cells, including the cell membrane, nucleus, and cytoplasm, and their basic functions. Utilize a model of a cell plasma membrane to compare the various types of cellular transport and test predictions about the movement of molecules into or out of a cell based on the homeostasis of energy and matter in cells. Cells have characteristic structures and functions that make them distinctive. Recognize that cells have different parts and each has a function. Match parts of common living things to their functions. Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Identify the major parts of plant and animal cells, including the cell membrane, nucleus, and cytoplasm, and their basic functions. Cells have characteristic structures and functions that make them distinctive. Recognize that cells have different parts and each has a function. Match parts of common living things to their functions. PBL STEM Project: Raising Algae for Biofuels Demonstrate eText: Lesson Review: Homeostasis and Cells Curriculum Standards: Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. In multicellular organisms, individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. (HS-LS1-4) Most multicellular organisms are composed of organ systems whose structures reflect their particular function. Recognize that small parts of a living thing can work together. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Compare and contrast existing models, identify patterns, and use structural and functional evidence to analyze the characteristics of life. Engage in argument about the designation of viruses as non-living based on these characteristics. All living things are composed of four basic categories of macromolecules and share the same basic needs for life. Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Multicellular organisms have a hierarchical structural organization, in which any one system is made up of numerous parts and is itself a component of the next level. (HS-LS1-2) Research examples that demonstrate the functional variety of proteins and construct an argument based on evidence for the importance of the molecular structure to its function. Plan and carry out a controlled investigation to test predictions about factors, which should cause an effect on the structure and function of a protein. Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. Most multicellular organisms are composed of organ systems whose structures reflect their particular function. Recognize that small parts of a living thing can work together. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. All living things are composed of four basic categories of macromolecules and share the same basic needs for life. Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Quiz Review: Homeostasis and Cells Curriculum Standards: Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. In multicellular organisms, individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. (HS-LS1-4) Most multicellular organisms are composed of organ systems whose structures reflect their particular function. Recognize that small parts of a living thing can work together. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Compare and contrast existing models, identify patterns, and use structural and functional evidence to analyze the characteristics of life. Engage in argument about the designation of viruses as non-living based on these characteristics. All living things are composed of four basic categories of macromolecules and share the same basic needs for life. Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Multicellular organisms have a hierarchical structural organization, in which any one system is made up of numerous parts and is itself a component of the next level. (HS-LS1-2) Research examples that demonstrate the functional variety of proteins and construct an argument based on evidence for the importance of the molecular structure to its function. Plan and carry out a controlled investigation to test predictions about factors, which should cause an effect on the structure and function of a protein. Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. Most multicellular organisms are composed of organ systems whose structures reflect their particular function. Recognize that small parts of a living thing can work together. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. All living things are composed of four basic categories of macromolecules and share the same basic needs for life. Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Editable Quiz: Homeostasis and Cells Curriculum Standards: Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. In multicellular organisms, individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. (HS-LS1-4) Most multicellular organisms are composed of organ systems whose structures reflect their particular function. Recognize that small parts of a living thing can work together. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Compare and contrast existing models, identify patterns, and use structural and functional evidence to analyze the characteristics of life. Engage in argument about the designation of viruses as non-living based on these characteristics. All living things are composed of four basic categories of macromolecules and share the same basic needs for life. Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Multicellular organisms have a hierarchical structural organization, in which any one system is made up of numerous parts and is itself a component of the next level. (HS-LS1-2) Research examples that demonstrate the functional variety of proteins and construct an argument based on evidence for the importance of the molecular structure to its function. Plan and carry out a controlled investigation to test predictions about factors, which should cause an effect on the structure and function of a protein. Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. Most multicellular organisms are composed of organ systems whose structures reflect their particular function. Recognize that small parts of a living thing can work together. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. All living things are composed of four basic categories of macromolecules and share the same basic needs for life. Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Quiz: Homeostasis and Cells Curriculum Standards: Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. In multicellular organisms, individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. (HS-LS1-4) Most multicellular organisms are composed of organ systems whose structures reflect their particular function. Recognize that small parts of a living thing can work together. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Compare and contrast existing models, identify patterns, and use structural and functional evidence to analyze the characteristics of life. Engage in argument about the designation of viruses as non-living based on these characteristics. All living things are composed of four basic categories of macromolecules and share the same basic needs for life. Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Multicellular organisms have a hierarchical structural organization, in which any one system is made up of numerous parts and is itself a component of the next level. (HS-LS1-2) Research examples that demonstrate the functional variety of proteins and construct an argument based on evidence for the importance of the molecular structure to its function. Plan and carry out a controlled investigation to test predictions about factors, which should cause an effect on the structure and function of a protein. Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. Most multicellular organisms are composed of organ systems whose structures reflect their particular function. Recognize that small parts of a living thing can work together. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. All living things are composed of four basic categories of macromolecules and share the same basic needs for life. Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Chapter Close: Cell Structure and Function eText: Case Study Wrap-Up: What's Happening to Me? Curriculum Standards: Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Obtain, evaluate, and communicate information on how molecular biotechnology may be used in a variety of fields. Analyze strategies for prevention, detection, and treatment of communicable and chronic diseases. Identify ways to prevent infection from bacteria and viruses, such as hand washing and first aid. Analyze strategies for prevention, detection, and treatment of communicable and chronic diseases. Identify ways that biotechnology has impacted society and the environment, such as the development of new medicines and farming techniques. Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. Analyze scientific and ethical arguments to support the pros and cons of application of a specific biotechnology technique such as stem cell usage, in vitro fertilization, or genetically modified organisms. Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words. Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Identify ways to prevent infection from bacteria and viruses, such as hand washing and first aid. Analyze strategies for prevention, detection, and treatment of communicable and chronic diseases. Identify ways that biotechnology has impacted society and the environment, such as the development of new medicines and farming techniques. Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words. Career Video: Bioethicist eText: Chapter 8 Study Guide Curriculum Standards: Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Identify the major parts of plant and animal cells, including the cell membrane, nucleus, and cytoplasm, and their basic functions. Cells have characteristic structures and functions that make them distinctive. Identify that all living things are made of cells and cells function in similar ways (cell theory). Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. In multicellular organisms, individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. (HS-LS1-4) Most multicellular organisms are composed of organ systems whose structures reflect their particular function. Recognize that small parts of a living thing can work together. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts. (HS-ETS1-3) Describe the scientific theory of cells (cell theory) and relate the history of its discovery to the process of science. Describe the scientific theory of cells (cell theory) and relate the history of its discovery to the process of science. Identify that the cell is the smallest basic unit of life and that all living things are made of cells. Utilize a model of a cell plasma membrane to compare the various types of cellular transport and test predictions about the movement of molecules into or out of a cell based on the homeostasis of energy and matter in cells. Evaluate comparative models of various cell types with a focus on organic molecules that make up cellular structures. 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells. All cells contain genetic information in the form of DNA molecules. Genes are regions in the DNA that contain the instructions that code for the formation of proteins, which carry out most of the work of cells. (HS-LS1-1) DNA stores and transmits genetic information. Genes are sets of instructions encoded in the structure of DNA. Recognize that cells have different parts and each has a function. Compare and contrast existing models, identify patterns, and use structural and functional evidence to analyze the characteristics of life. Engage in argument about the designation of viruses as non-living based on these characteristics. All living things are composed of four basic categories of macromolecules and share the same basic needs for life. Match parts of common living things to their functions. Compare and contrast structure and function of various types of microscopes. Compare and contrast structure and function of various types of microscopes. Systems of specialized cells within organisms help them perform the essential functions of life. (HS-LS1-1) Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. Feedback mechanisms maintain a living system's internal conditions within certain limits and mediate behaviors, allowing it to remain alive and functional even as external conditions change within some range. Feedback mechanisms can encourage (through positive feedback) or discourage (negative feedback) what is going on inside the living system. (HS-LS1-3) Multicellular organisms have a hierarchical structural organization, in which any one system is made up of numerous parts and is itself a component of the next level. (HS-LS1-2) Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Identify the major parts of plant and animal cells, including the cell membrane, nucleus, and cytoplasm, and their basic functions. Cells have characteristic structures and functions that make them distinctive. Identify that all living things are made of cells and cells function in similar ways (cell theory). Most multicellular organisms are composed of organ systems whose structures reflect their particular function. Recognize that small parts of a living thing can work together. Describe the scientific theory of cells (cell theory) and relate the history of its discovery to the process of science. Identify that the cell is the smallest basic unit of life and that all living things are made of cells. 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. DNA stores and transmits genetic information. Genes are sets of instructions encoded in the structure of DNA. Recognize that cells have different parts and each has a function. All living things are composed of four basic categories of macromolecules and share the same basic needs for life. Match parts of common living things to their functions. Compare and contrast structure and function of various types of microscopes. eText: Performance-Based Assessment: Bioremediation Using Cells to Clean Up Pollution Curriculum Standards: Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Identify the major parts of plant and animal cells, including the cell membrane, nucleus, and cytoplasm, and their basic functions. 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). Utilize a model of a cell plasma membrane to compare the various types of cellular transport and test predictions about the movement of molecules into or out of a cell based on the homeostasis of energy and matter in cells. Analyze data using tools, technologies, and/or models in order to make valid and reliable scientific claims or determine an optimal design solution. 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). 5. Plan investigations, (Design and evaluate a scientific investigation). Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data and refine the design accordingly. Cells have characteristic structures and functions that make them distinctive. Recognize that cells have different parts and each has a function. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 10. Communicate results of scientific investigations, and 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. Match parts of common living things to their functions. 11. Evaluate the merits of the explanations produced by others. 11. Evaluate the merits of the explanations produced by others. a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. Evaluate evidence behind currently accepted explanations or solutions to determine the merits of arguments. a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. Construct an explanation based on valid and reliable evidence obtained from a variety of sources (including students' own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Evaluate the validity and reliability of multiple claims, methods, and/or designs that appear in scientific and technical texts or media reports, verifying the data when possible. Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Identify the major parts of plant and animal cells, including the cell membrane, nucleus, and cytoplasm, and their basic functions. 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). Cells have characteristic structures and functions that make them distinctive. Recognize that cells have different parts and each has a function. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. Match parts of common living things to their functions. 11. Evaluate the merits of the explanations produced by others. a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. eText: Chapter 8 Assessment Curriculum Standards: Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Identify the major parts of plant and animal cells, including the cell membrane, nucleus, and cytoplasm, and their basic functions. Cells have characteristic structures and functions that make them distinctive. Identify that all living things are made of cells and cells function in similar ways (cell theory). Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. In multicellular organisms, individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. (HS-LS1-4) Most multicellular organisms are composed of organ systems whose structures reflect their particular function. Recognize that small parts of a living thing can work together. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts. (HS-ETS1-3) Describe the scientific theory of cells (cell theory) and relate the history of its discovery to the process of science. Describe the scientific theory of cells (cell theory) and relate the history of its discovery to the process of science. Identify that the cell is the smallest basic unit of life and that all living things are made of cells. Utilize a model of a cell plasma membrane to compare the various types of cellular transport and test predictions about the movement of molecules into or out of a cell based on the homeostasis of energy and matter in cells. Evaluate comparative models of various cell types with a focus on organic molecules that make up cellular structures. 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells. All cells contain genetic information in the form of DNA molecules. Genes are regions in the DNA that contain the instructions that code for the formation of proteins, which carry out most of the work of cells. (HS-LS1-1) DNA stores and transmits genetic information. Genes are sets of instructions encoded in the structure of DNA. Recognize that cells have different parts and each has a function. Compare and contrast existing models, identify patterns, and use structural and functional evidence to analyze the characteristics of life. Engage in argument about the designation of viruses as non-living based on these characteristics. All living things are composed of four basic categories of macromolecules and share the same basic needs for life. Match parts of common living things to their functions. Compare and contrast structure and function of various types of microscopes. Compare and contrast structure and function of various types of microscopes. Systems of specialized cells within organisms help them perform the essential functions of life. (HS-LS1-1) Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. Feedback mechanisms maintain a living system's internal conditions within certain limits and mediate behaviors, allowing it to remain alive and functional even as external conditions change within some range. Feedback mechanisms can encourage (through positive feedback) or discourage (negative feedback) what is going on inside the living system. (HS-LS1-3) Multicellular organisms have a hierarchical structural organization, in which any one system is made up of numerous parts and is itself a component of the next level. (HS-LS1-2) Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Identify the major parts of plant and animal cells, including the cell membrane, nucleus, and cytoplasm, and their basic functions. Cells have characteristic structures and functions that make them distinctive. Identify that all living things are made of cells and cells function in similar ways (cell theory). Most multicellular organisms are composed of organ systems whose structures reflect their particular function. Recognize that small parts of a living thing can work together. Describe the scientific theory of cells (cell theory) and relate the history of its discovery to the process of science. Identify that the cell is the smallest basic unit of life and that all living things are made of cells. 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. DNA stores and transmits genetic information. Genes are sets of instructions encoded in the structure of DNA. Recognize that cells have different parts and each has a function. All living things are composed of four basic categories of macromolecules and share the same basic needs for life. Match parts of common living things to their functions. Compare and contrast structure and function of various types of microscopes. Test Review: Cell Structure and Function Curriculum Standards: Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Identify the major parts of plant and animal cells, including the cell membrane, nucleus, and cytoplasm, and their basic functions. Cells have characteristic structures and functions that make them distinctive. Identify that all living things are made of cells and cells function in similar ways (cell theory). Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. In multicellular organisms, individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. (HS-LS1-4) Most multicellular organisms are composed of organ systems whose structures reflect their particular function. Recognize that small parts of a living thing can work together. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts. (HS-ETS1-3) Describe the scientific theory of cells (cell theory) and relate the history of its discovery to the process of science. Describe the scientific theory of cells (cell theory) and relate the history of its discovery to the process of science. Identify that the cell is the smallest basic unit of life and that all living things are made of cells. Utilize a model of a cell plasma membrane to compare the various types of cellular transport and test predictions about the movement of molecules into or out of a cell based on the homeostasis of energy and matter in cells. Evaluate comparative models of various cell types with a focus on organic molecules that make up cellular structures. 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells. All cells contain genetic information in the form of DNA molecules. Genes are regions in the DNA that contain the instructions that code for the formation of proteins, which carry out most of the work of cells. (HS-LS1-1) DNA stores and transmits genetic information. Genes are sets of instructions encoded in the structure of DNA. Recognize that cells have different parts and each has a function. Compare and contrast existing models, identify patterns, and use structural and functional evidence to analyze the characteristics of life. Engage in argument about the designation of viruses as non-living based on these characteristics. All living things are composed of four basic categories of macromolecules and share the same basic needs for life. Match parts of common living things to their functions. Compare and contrast structure and function of various types of microscopes. Compare and contrast structure and function of various types of microscopes. Systems of specialized cells within organisms help them perform the essential functions of life. (HS-LS1-1) Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. Feedback mechanisms maintain a living system's internal conditions within certain limits and mediate behaviors, allowing it to remain alive and functional even as external conditions change within some range. Feedback mechanisms can encourage (through positive feedback) or discourage (negative feedback) what is going on inside the living system. (HS-LS1-3) Multicellular organisms have a hierarchical structural organization, in which any one system is made up of numerous parts and is itself a component of the next level. (HS-LS1-2) Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Identify the major parts of plant and animal cells, including the cell membrane, nucleus, and cytoplasm, and their basic functions. Cells have characteristic structures and functions that make them distinctive. Identify that all living things are made of cells and cells function in similar ways (cell theory). Most multicellular organisms are composed of organ systems whose structures reflect their particular function. Recognize that small parts of a living thing can work together. Describe the scientific theory of cells (cell theory) and relate the history of its discovery to the process of science. Identify that the cell is the smallest basic unit of life and that all living things are made of cells. 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. DNA stores and transmits genetic information. Genes are sets of instructions encoded in the structure of DNA. Recognize that cells have different parts and each has a function. All living things are composed of four basic categories of macromolecules and share the same basic needs for life. Match parts of common living things to their functions. Compare and contrast structure and function of various types of microscopes. Editable Test: Cell Structure and Function Curriculum Standards: Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Identify the major parts of plant and animal cells, including the cell membrane, nucleus, and cytoplasm, and their basic functions. Cells have characteristic structures and functions that make them distinctive. Identify that all living things are made of cells and cells function in similar ways (cell theory). Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. In multicellular organisms, individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. (HS-LS1-4) Most multicellular organisms are composed of organ systems whose structures reflect their particular function. Recognize that small parts of a living thing can work together. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts. (HS-ETS1-3) Describe the scientific theory of cells (cell theory) and relate the history of its discovery to the process of science. Describe the scientific theory of cells (cell theory) and relate the history of its discovery to the process of science. Identify that the cell is the smallest basic unit of life and that all living things are made of cells. Utilize a model of a cell plasma membrane to compare the various types of cellular transport and test predictions about the movement of molecules into or out of a cell based on the homeostasis of energy and matter in cells. Evaluate comparative models of various cell types with a focus on organic molecules that make up cellular structures. 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells. All cells contain genetic information in the form of DNA molecules. Genes are regions in the DNA that contain the instructions that code for the formation of proteins, which carry out most of the work of cells. (HS-LS1-1) DNA stores and transmits genetic information. Genes are sets of instructions encoded in the structure of DNA. Recognize that cells have different parts and each has a function. Compare and contrast existing models, identify patterns, and use structural and functional evidence to analyze the characteristics of life. Engage in argument about the designation of viruses as non-living based on these characteristics. All living things are composed of four basic categories of macromolecules and share the same basic needs for life. Match parts of common living things to their functions. Compare and contrast structure and function of various types of microscopes. Compare and contrast structure and function of various types of microscopes. Systems of specialized cells within organisms help them perform the essential functions of life. (HS-LS1-1) Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. Feedback mechanisms maintain a living system's internal conditions within certain limits and mediate behaviors, allowing it to remain alive and functional even as external conditions change within some range. Feedback mechanisms can encourage (through positive feedback) or discourage (negative feedback) what is going on inside the living system. (HS-LS1-3) Multicellular organisms have a hierarchical structural organization, in which any one system is made up of numerous parts and is itself a component of the next level. (HS-LS1-2) Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Identify the major parts of plant and animal cells, including the cell membrane, nucleus, and cytoplasm, and their basic functions. Cells have characteristic structures and functions that make them distinctive. Identify that all living things are made of cells and cells function in similar ways (cell theory). Most multicellular organisms are composed of organ systems whose structures reflect their particular function. Recognize that small parts of a living thing can work together. Describe the scientific theory of cells (cell theory) and relate the history of its discovery to the process of science. Identify that the cell is the smallest basic unit of life and that all living things are made of cells. 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. DNA stores and transmits genetic information. Genes are sets of instructions encoded in the structure of DNA. Recognize that cells have different parts and each has a function. All living things are composed of four basic categories of macromolecules and share the same basic needs for life. Match parts of common living things to their functions. Compare and contrast structure and function of various types of microscopes. Test: Cell Structure and Function Curriculum Standards: Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Identify the major parts of plant and animal cells, including the cell membrane, nucleus, and cytoplasm, and their basic functions. Cells have characteristic structures and functions that make them distinctive. Identify that all living things are made of cells and cells function in similar ways (cell theory). Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. In multicellular organisms, individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. (HS-LS1-4) Most multicellular organisms are composed of organ systems whose structures reflect their particular function. Recognize that small parts of a living thing can work together. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts. (HS-ETS1-3) Describe the scientific theory of cells (cell theory) and relate the history of its discovery to the process of science. Describe the scientific theory of cells (cell theory) and relate the history of its discovery to the process of science. Identify that the cell is the smallest basic unit of life and that all living things are made of cells. Utilize a model of a cell plasma membrane to compare the various types of cellular transport and test predictions about the movement of molecules into or out of a cell based on the homeostasis of energy and matter in cells. Evaluate comparative models of various cell types with a focus on organic molecules that make up cellular structures. 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells. All cells contain genetic information in the form of DNA molecules. Genes are regions in the DNA that contain the instructions that code for the formation of proteins, which carry out most of the work of cells. (HS-LS1-1) DNA stores and transmits genetic information. Genes are sets of instructions encoded in the structure of DNA. Recognize that cells have different parts and each has a function. Compare and contrast existing models, identify patterns, and use structural and functional evidence to analyze the characteristics of life. Engage in argument about the designation of viruses as non-living based on these characteristics. All living things are composed of four basic categories of macromolecules and share the same basic needs for life. Match parts of common living things to their functions. Compare and contrast structure and function of various types of microscopes. Compare and contrast structure and function of various types of microscopes. Systems of specialized cells within organisms help them perform the essential functions of life. (HS-LS1-1) Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. Feedback mechanisms maintain a living system's internal conditions within certain limits and mediate behaviors, allowing it to remain alive and functional even as external conditions change within some range. Feedback mechanisms can encourage (through positive feedback) or discourage (negative feedback) what is going on inside the living system. (HS-LS1-3) Multicellular organisms have a hierarchical structural organization, in which any one system is made up of numerous parts and is itself a component of the next level. (HS-LS1-2) Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Identify the major parts of plant and animal cells, including the cell membrane, nucleus, and cytoplasm, and their basic functions. Cells have characteristic structures and functions that make them distinctive. Identify that all living things are made of cells and cells function in similar ways (cell theory). Most multicellular organisms are composed of organ systems whose structures reflect their particular function. Recognize that small parts of a living thing can work together. Describe the scientific theory of cells (cell theory) and relate the history of its discovery to the process of science. Identify that the cell is the smallest basic unit of life and that all living things are made of cells. 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. DNA stores and transmits genetic information. Genes are sets of instructions encoded in the structure of DNA. Recognize that cells have different parts and each has a function. All living things are composed of four basic categories of macromolecules and share the same basic needs for life. Match parts of common living things to their functions. Compare and contrast structure and function of various types of microscopes. eText: FL End-of-Course Test Practice: Cell Structure and Function Curriculum Standards: Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Identify the major parts of plant and animal cells, including the cell membrane, nucleus, and cytoplasm, and their basic functions. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Compare and contrast existing models, identify patterns, and use structural and functional evidence to analyze the characteristics of life. Engage in argument about the designation of viruses as non-living based on these characteristics. Reproduction is characteristic of living things and is essential for the survival of species. All living things are composed of four basic categories of macromolecules and share the same basic needs for life. Utilize a model of a cell plasma membrane to compare the various types of cellular transport and test predictions about the movement of molecules into or out of a cell based on the homeostasis of energy and matter in cells. Evaluate comparative models of various cell types with a focus on organic molecules that make up cellular structures. Systems of specialized cells within organisms help them perform the essential functions of life. (HS-LS1-1) Cells have characteristic structures and functions that make them distinctive. Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Identify the major parts of plant and animal cells, including the cell membrane, nucleus, and cytoplasm, and their basic functions. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Reproduction is characteristic of living things and is essential for the survival of species. All living things are composed of four basic categories of macromolecules and share the same basic needs for life. Cells have characteristic structures and functions that make them distinctive. Editable FL EOC Test: Cell Structure and Function Curriculum Standards: Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Identify the major parts of plant and animal cells, including the cell membrane, nucleus, and cytoplasm, and their basic functions. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Compare and contrast existing models, identify patterns, and use structural and functional evidence to analyze the characteristics of life. Engage in argument about the designation of viruses as non-living based on these characteristics. Reproduction is characteristic of living things and is essential for the survival of species. All living things are composed of four basic categories of macromolecules and share the same basic needs for life. Utilize a model of a cell plasma membrane to compare the various types of cellular transport and test predictions about the movement of molecules into or out of a cell based on the homeostasis of energy and matter in cells. Evaluate comparative models of various cell types with a focus on organic molecules that make up cellular structures. Systems of specialized cells within organisms help them perform the essential functions of life. (HS-LS1-1) Cells have characteristic structures and functions that make them distinctive. Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Identify the major parts of plant and animal cells, including the cell membrane, nucleus, and cytoplasm, and their basic functions. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Reproduction is characteristic of living things and is essential for the survival of species. All living things are composed of four basic categories of macromolecules and share the same basic needs for life. Cells have characteristic structures and functions that make them distinctive. FL End-of-Course Test Practice: Cell Structure and Function Curriculum Standards: Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Identify the major parts of plant and animal cells, including the cell membrane, nucleus, and cytoplasm, and their basic functions. 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). Describe the scientific theory of cells (cell theory) and relate the history of its discovery to the process of science. Describe the scientific theory of cells (cell theory) and relate the history of its discovery to the process of science. Identify that the cell is the smallest basic unit of life and that all living things are made of cells. Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Cells have characteristic structures and functions that make them distinctive. Recognize that cells have different parts and each has a function. Match parts of common living things to their functions. Utilize a model of a cell plasma membrane to compare the various types of cellular transport and test predictions about the movement of molecules into or out of a cell based on the homeostasis of energy and matter in cells. Evaluate comparative models of various cell types with a focus on organic molecules that make up cellular structures. Compare and contrast structure and function of various types of microscopes. Compare and contrast structure and function of various types of microscopes. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Demonstrate how DNA sequence information is decoded through transcriptional and translational processes within the cell in order to synthesize proteins. Examine the relationship of structure and function of various types of RNA and the importance of this relationship in these processes. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Identify the major parts of plant and animal cells, including the cell membrane, nucleus, and cytoplasm, and their basic functions. 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). Describe the scientific theory of cells (cell theory) and relate the history of its discovery to the process of science. Identify that the cell is the smallest basic unit of life and that all living things are made of cells. Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Cells have characteristic structures and functions that make them distinctive. Recognize that cells have different parts and each has a function. Match parts of common living things to their functions. Compare and contrast structure and function of various types of microscopes. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Enrichment: Cell Structure and Function Enrichment: Rehydrating Athletes STEM Activity Chapter 9: Photosynthesis Chapter Opener: Photosynthesis eText: Photosynthesis Curriculum Standards: Analyze the movement of matter and energy through the different biogeochemical cycles, including water and carbon. Analyze through research the cycling of matter in our biosphere and explain how biogeochemical cycles are critical for ecosystem function. Energy and nutrients move within and between biotic and abiotic components of ecosystems via physical, chemical and biological processes. Analyze the movement of matter and energy through the different biogeochemical cycles, including water and carbon. Recognize that the strength or usefulness of a scientific claim is evaluated through scientific argumentation, which depends on? critical and logical thinking, and the active consideration of alternative scientific explanations to explain the data presented. Explain that a scientific theory is the culmination of many scientific investigations drawing together all the current evidence concerning a substantial range of phenomena; thus, a scientific theory represents the most powerful explanation scientists have to offer. Recognize that the strength or usefulness of a scientific claim is evaluated through scientific argumentation, which depends on critical and logical thinking, and the active consideration of alternative scientific explanations to explain the data presented. Explain that a scientific theory is the culmination of many scientific investigations drawing together all the current evidence concerning a substantial range of phenomena; thus, a scientific theory represents the most powerful explanation scientists have to offer. Identify the reactants, products, and basic functions of photosynthesis. The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen. (HS-LS1-5) Identify the reactants, products, and basic functions of photosynthesis. Identify the products and function of photosynthesis. Recognize that the function of photosynthesis is to produce food for plants. 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. Photosynthesis and cellular respiration (including anaerobic processes) provide most of the energy for life processes. (HSLS2- 3) Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Living organisms acquire the energy they need for life processes through various metabolic pathways (primarily photosynthesis and cellular respiration). Identify what is science, what clearly is not science, and what superficially resembles science (but fails to meet the criteria for science). Identify what is science, what clearly is not science, and what superficially resembles science (but fails to meet the criteria for science). Scientific knowledge is durable and robust, but open to change. Recognize that what is known about science can change based on new information. Energy drives the cycling of matter within and between systems. 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). The sugar molecules thus formed contain carbon, hydrogen, and oxygen: their hydrocarbon backbones are used to make amino acids and other carbon-based molecules that can be assembled into larger molecules (such as proteins or DNA), used for example to form new cells. (HS-LS1-6) Analyze data using tools, technologies, and/or models in order to make valid and reliable scientific claims or determine an optimal design solution. 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). 5. Plan investigations, (Design and evaluate a scientific investigation). Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data and refine the design accordingly. Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 10. Communicate results of scientific investigations, and 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell. Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell. 11. Evaluate the merits of the explanations produced by others. 11. Evaluate the merits of the explanations produced by others. Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy). Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy). Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. Create a model of photosynthesis demonstrating the net flow of matter and energy into a cell. Use the model to explain energy transfer from light energy into stored chemical energy in the product. Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. a. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. a. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from or supports the argument presented. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). e. Provide a concluding statement or section that follows from or supports the argument presented. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers. d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers. Evaluate evidence behind currently accepted explanations or solutions to determine the merits of arguments. b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience???s knowledge of the topic. b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience' knowledge of the topic. Scientific argumentation is a necessary part of scientific inquiry and plays an important role in the generation and validation of scientific knowledge. Construct an explanation based on valid and reliable evidence obtained from a variety of sources (including students' own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. Create a model tracking carbon atoms between inorganic and organic molecules in an ecosystem. Explain human impacts on climate based on this model. Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere. Photosynthesis and cellular respiration are important components of the carbon cycle, in which carbon is exchanged among the biosphere, atmosphere, oceans, and geosphere through chemical, physical, geological, and biological processes. (HS-LS2-5) Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. Evaluate the validity and reliability of multiple claims, methods, and/or designs that appear in scientific and technical texts or media reports, verifying the data when possible. Energy and nutrients move within and between biotic and abiotic components of ecosystems via physical, chemical and biological processes. Analyze the movement of matter and energy through the different biogeochemical cycles, including water and carbon. Recognize that the strength or usefulness of a scientific claim is evaluated through scientific argumentation, which depends on?_ critical and logical thinking, and the active consideration of alternative scientific explanations to explain the data presented. Explain that a scientific theory is the culmination of many scientific investigations drawing together all the current evidence concerning a substantial range of phenomena; thus, a scientific theory represents the most powerful explanation scientists have to offer. Identify the reactants, products, and basic functions of photosynthesis. Identify the products and function of photosynthesis. Recognize that the function of photosynthesis is to produce food for plants. 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Living organisms acquire the energy they need for life processes through various metabolic pathways (primarily photosynthesis and cellular respiration). Identify what is science, what clearly is not science, and what superficially resembles science (but fails to meet the criteria for science). Scientific knowledge is durable and robust, but open to change. Recognize that what is known about science can change based on new information. 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell. 11. Evaluate the merits of the explanations produced by others. Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy). Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. a. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from or supports the argument presented. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers. b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience_?_s knowledge of the topic. Scientific argumentation is a necessary part of scientific inquiry and plays an important role in the generation and validation of scientific knowledge. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Biology Foundations: Photosynthesis Curriculum Standards: Analyze the movement of matter and energy through the different biogeochemical cycles, including water and carbon. Analyze through research the cycling of matter in our biosphere and explain how biogeochemical cycles are critical for ecosystem function. Energy and nutrients move within and between biotic and abiotic components of ecosystems via physical, chemical and biological processes. Analyze the movement of matter and energy through the different biogeochemical cycles, including water and carbon. Recognize that the strength or usefulness of a scientific claim is evaluated through scientific argumentation, which depends on? critical and logical thinking, and the active consideration of alternative scientific explanations to explain the data presented. Explain that a scientific theory is the culmination of many scientific investigations drawing together all the current evidence concerning a substantial range of phenomena; thus, a scientific theory represents the most powerful explanation scientists have to offer. Recognize that the strength or usefulness of a scientific claim is evaluated through scientific argumentation, which depends on critical and logical thinking, and the active consideration of alternative scientific explanations to explain the data presented. Explain that a scientific theory is the culmination of many scientific investigations drawing together all the current evidence concerning a substantial range of phenomena; thus, a scientific theory represents the most powerful explanation scientists have to offer. Identify the reactants, products, and basic functions of photosynthesis. The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen. (HS-LS1-5) Identify the reactants, products, and basic functions of photosynthesis. Identify the products and function of photosynthesis. Recognize that the function of photosynthesis is to produce food for plants. 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. Photosynthesis and cellular respiration (including anaerobic processes) provide most of the energy for life processes. (HSLS2- 3) Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Living organisms acquire the energy they need for life processes through various metabolic pathways (primarily photosynthesis and cellular respiration). Identify what is science, what clearly is not science, and what superficially resembles science (but fails to meet the criteria for science). Identify what is science, what clearly is not science, and what superficially resembles science (but fails to meet the criteria for science). Scientific knowledge is durable and robust, but open to change. Recognize that what is known about science can change based on new information. Energy drives the cycling of matter within and between systems. 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). The sugar molecules thus formed contain carbon, hydrogen, and oxygen: their hydrocarbon backbones are used to make amino acids and other carbon-based molecules that can be assembled into larger molecules (such as proteins or DNA), used for example to form new cells. (HS-LS1-6) Analyze data using tools, technologies, and/or models in order to make valid and reliable scientific claims or determine an optimal design solution. 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). 5. Plan investigations, (Design and evaluate a scientific investigation). Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data and refine the design accordingly. Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 10. Communicate results of scientific investigations, and 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell. Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell. 11. Evaluate the merits of the explanations produced by others. 11. Evaluate the merits of the explanations produced by others. Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy). Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy). Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. Create a model of photosynthesis demonstrating the net flow of matter and energy into a cell. Use the model to explain energy transfer from light energy into stored chemical energy in the product. Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. a. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. a. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from or supports the argument presented. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). e. Provide a concluding statement or section that follows from or supports the argument presented. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers. d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers. Evaluate evidence behind currently accepted explanations or solutions to determine the merits of arguments. b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience???s knowledge of the topic. b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience' knowledge of the topic. Scientific argumentation is a necessary part of scientific inquiry and plays an important role in the generation and validation of scientific knowledge. Construct an explanation based on valid and reliable evidence obtained from a variety of sources (including students' own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. Create a model tracking carbon atoms between inorganic and organic molecules in an ecosystem. Explain human impacts on climate based on this model. Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere. Photosynthesis and cellular respiration are important components of the carbon cycle, in which carbon is exchanged among the biosphere, atmosphere, oceans, and geosphere through chemical, physical, geological, and biological processes. (HS-LS2-5) Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. Evaluate the validity and reliability of multiple claims, methods, and/or designs that appear in scientific and technical texts or media reports, verifying the data when possible. Energy and nutrients move within and between biotic and abiotic components of ecosystems via physical, chemical and biological processes. Analyze the movement of matter and energy through the different biogeochemical cycles, including water and carbon. Recognize that the strength or usefulness of a scientific claim is evaluated through scientific argumentation, which depends on?_ critical and logical thinking, and the active consideration of alternative scientific explanations to explain the data presented. Explain that a scientific theory is the culmination of many scientific investigations drawing together all the current evidence concerning a substantial range of phenomena; thus, a scientific theory represents the most powerful explanation scientists have to offer. Identify the reactants, products, and basic functions of photosynthesis. Identify the products and function of photosynthesis. Recognize that the function of photosynthesis is to produce food for plants. 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Living organisms acquire the energy they need for life processes through various metabolic pathways (primarily photosynthesis and cellular respiration). Identify what is science, what clearly is not science, and what superficially resembles science (but fails to meet the criteria for science). Scientific knowledge is durable and robust, but open to change. Recognize that what is known about science can change based on new information. 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell. 11. Evaluate the merits of the explanations produced by others. Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy). Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. a. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from or supports the argument presented. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers. b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience_?_s knowledge of the topic. Scientific argumentation is a necessary part of scientific inquiry and plays an important role in the generation and validation of scientific knowledge. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Lesson 1: Energy and Life Connect Class Discussion: Saving for a Rainy Day Investigate eText: Energy and Life Curriculum Standards: Identify the reactants, products, and basic functions of photosynthesis. The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen. (HS-LS1-5) Identify the reactants, products, and basic functions of photosynthesis. Identify the products and function of photosynthesis. Recognize that the function of photosynthesis is to produce food for plants. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. Photosynthesis and cellular respiration (including anaerobic processes) provide most of the energy for life processes. (HSLS2- 3) Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Living organisms acquire the energy they need for life processes through various metabolic pathways (primarily photosynthesis and cellular respiration). The sugar molecules thus formed contain carbon, hydrogen, and oxygen: their hydrocarbon backbones are used to make amino acids and other carbon-based molecules that can be assembled into larger molecules (such as proteins or DNA), used for example to form new cells. (HS-LS1-6) Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell. Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell. Create a model of photosynthesis demonstrating the net flow of matter and energy into a cell. Use the model to explain energy transfer from light energy into stored chemical energy in the product. Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. Identify the reactants, products, and basic functions of photosynthesis. Identify the products and function of photosynthesis. Recognize that the function of photosynthesis is to produce food for plants. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Living organisms acquire the energy they need for life processes through various metabolic pathways (primarily photosynthesis and cellular respiration). Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell. Quick Lab: How Do Organisms Capture and Use Energy? Interactivity: ATP and Energy Curriculum Standards: Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. 8. Generate explanations that explicate or describe natural phenomena (inferences), Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. 8. Generate explanations that explicate or describe natural phenomena (inferences), Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Research examples that demonstrate the functional variety of proteins and construct an argument based on evidence for the importance of the molecular structure to its function. Plan and carry out a controlled investigation to test predictions about factors, which should cause an effect on the structure and function of a protein. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Chemical reactions in living things follow basic rules of chemistry and are usually regulated by enzymes. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. 8. Generate explanations that explicate or describe natural phenomena (inferences), Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Chemical reactions in living things follow basic rules of chemistry and are usually regulated by enzymes. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, Spanish Workbook: Energy and Life Editable Presentation: Energy and Life Synthesize Interactive Video: Amazing Autotrophs PBL Authentic Reading: Gold Rush for Algae Demonstrate eText: Lesson Review: Energy and Life Curriculum Standards: Identify the reactants, products, and basic functions of photosynthesis. The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen. (HS-LS1-5) Identify the reactants, products, and basic functions of photosynthesis. Identify the products and function of photosynthesis. Recognize that the function of photosynthesis is to produce food for plants. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Recognize that animals (consumers) eat animals and plants for food. Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell. Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell. Create a model of photosynthesis demonstrating the net flow of matter and energy into a cell. Use the model to explain energy transfer from light energy into stored chemical energy in the product. Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. Recognize that energy is stored in cells. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. The sugar molecules thus formed contain carbon, hydrogen, and oxygen: their hydrocarbon backbones are used to make amino acids and other carbon-based molecules that can be assembled into larger molecules (such as proteins or DNA), used for example to form new cells. (HS-LS1-6) Identify the reactants, products, and basic functions of photosynthesis. Identify the products and function of photosynthesis. Recognize that the function of photosynthesis is to produce food for plants. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Recognize that animals (consumers) eat animals and plants for food. Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell. Recognize that energy is stored in cells. Quiz Review: Energy and Life Curriculum Standards: Identify the reactants, products, and basic functions of photosynthesis. The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen. (HS-LS1-5) Identify the reactants, products, and basic functions of photosynthesis. Identify the products and function of photosynthesis. Recognize that the function of photosynthesis is to produce food for plants. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Recognize that animals (consumers) eat animals and plants for food. Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell. Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell. Create a model of photosynthesis demonstrating the net flow of matter and energy into a cell. Use the model to explain energy transfer from light energy into stored chemical energy in the product. Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. Recognize that energy is stored in cells. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. The sugar molecules thus formed contain carbon, hydrogen, and oxygen: their hydrocarbon backbones are used to make amino acids and other carbon-based molecules that can be assembled into larger molecules (such as proteins or DNA), used for example to form new cells. (HS-LS1-6) Identify the reactants, products, and basic functions of photosynthesis. Identify the products and function of photosynthesis. Recognize that the function of photosynthesis is to produce food for plants. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Recognize that animals (consumers) eat animals and plants for food. Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell. Recognize that energy is stored in cells. Editable Quiz: Energy and Life Curriculum Standards: Identify the reactants, products, and basic functions of photosynthesis. The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen. (HS-LS1-5) Identify the reactants, products, and basic functions of photosynthesis. Identify the products and function of photosynthesis. Recognize that the function of photosynthesis is to produce food for plants. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Recognize that animals (consumers) eat animals and plants for food. Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell. Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell. Create a model of photosynthesis demonstrating the net flow of matter and energy into a cell. Use the model to explain energy transfer from light energy into stored chemical energy in the product. Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. Recognize that energy is stored in cells. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. The sugar molecules thus formed contain carbon, hydrogen, and oxygen: their hydrocarbon backbones are used to make amino acids and other carbon-based molecules that can be assembled into larger molecules (such as proteins or DNA), used for example to form new cells. (HS-LS1-6) Identify the reactants, products, and basic functions of photosynthesis. Identify the products and function of photosynthesis. Recognize that the function of photosynthesis is to produce food for plants. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Recognize that animals (consumers) eat animals and plants for food. Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell. Recognize that energy is stored in cells. Quiz: Energy and Life Curriculum Standards: Identify the reactants, products, and basic functions of photosynthesis. The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen. (HS-LS1-5) Identify the reactants, products, and basic functions of photosynthesis. Identify the products and function of photosynthesis. Recognize that the function of photosynthesis is to produce food for plants. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Recognize that animals (consumers) eat animals and plants for food. Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell. Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell. Create a model of photosynthesis demonstrating the net flow of matter and energy into a cell. Use the model to explain energy transfer from light energy into stored chemical energy in the product. Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. Recognize that energy is stored in cells. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. The sugar molecules thus formed contain carbon, hydrogen, and oxygen: their hydrocarbon backbones are used to make amino acids and other carbon-based molecules that can be assembled into larger molecules (such as proteins or DNA), used for example to form new cells. (HS-LS1-6) Identify the reactants, products, and basic functions of photosynthesis. Identify the products and function of photosynthesis. Recognize that the function of photosynthesis is to produce food for plants. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Recognize that animals (consumers) eat animals and plants for food. Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell. Recognize that energy is stored in cells. Lesson 2: Photosynthesis: An Overview Connect Class Discussion: Trapping Energy Investigate eText: Photosynthesis: An Overview Curriculum Standards: Identify the reactants, products, and basic functions of photosynthesis. The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen. (HS-LS1-5) Identify the reactants, products, and basic functions of photosynthesis. Identify the products and function of photosynthesis. Recognize that the function of photosynthesis is to produce food for plants. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. Photosynthesis and cellular respiration (including anaerobic processes) provide most of the energy for life processes. (HSLS2- 3) Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Living organisms acquire the energy they need for life processes through various metabolic pathways (primarily photosynthesis and cellular respiration). The sugar molecules thus formed contain carbon, hydrogen, and oxygen: their hydrocarbon backbones are used to make amino acids and other carbon-based molecules that can be assembled into larger molecules (such as proteins or DNA), used for example to form new cells. (HS-LS1-6) Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell. Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell. Create a model of photosynthesis demonstrating the net flow of matter and energy into a cell. Use the model to explain energy transfer from light energy into stored chemical energy in the product. Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. Identify the reactants, products, and basic functions of photosynthesis. Identify the products and function of photosynthesis. Recognize that the function of photosynthesis is to produce food for plants. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Living organisms acquire the energy they need for life processes through various metabolic pathways (primarily photosynthesis and cellular respiration). Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell. Interactivity: A Model of Photosynthesis Curriculum Standards: Identify the reactants, products, and basic functions of photosynthesis. The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen. (HS-LS1-5) Identify the reactants, products, and basic functions of photosynthesis. Identify the products and function of photosynthesis. Recognize that the function of photosynthesis is to produce food for plants. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. Photosynthesis and cellular respiration (including anaerobic processes) provide most of the energy for life processes. (HSLS2- 3) Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Living organisms acquire the energy they need for life processes through various metabolic pathways (primarily photosynthesis and cellular respiration). The sugar molecules thus formed contain carbon, hydrogen, and oxygen: their hydrocarbon backbones are used to make amino acids and other carbon-based molecules that can be assembled into larger molecules (such as proteins or DNA), used for example to form new cells. (HS-LS1-6) Create a model of photosynthesis demonstrating the net flow of matter and energy into a cell. Use the model to explain energy transfer from light energy into stored chemical energy in the product. Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. Identify the reactants, products, and basic functions of photosynthesis. Identify the products and function of photosynthesis. Recognize that the function of photosynthesis is to produce food for plants. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Living organisms acquire the energy they need for life processes through various metabolic pathways (primarily photosynthesis and cellular respiration). Spanish Workbook: Photosynthesis: An Overview Editable Presentation: Photosynthesis: An Overview Synthesize Science Skills Activity: The Effect of Light on the Rate of Photosynthesis Curriculum Standards: Identify the reactants, products, and basic functions of photosynthesis. The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen. (HS-LS1-5) Identify the reactants, products, and basic functions of photosynthesis. Identify the products and function of photosynthesis. Recognize that the function of photosynthesis is to produce food for plants. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. Photosynthesis and cellular respiration (including anaerobic processes) provide most of the energy for life processes. (HSLS2- 3) Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Living organisms acquire the energy they need for life processes through various metabolic pathways (primarily photosynthesis and cellular respiration). The sugar molecules thus formed contain carbon, hydrogen, and oxygen: their hydrocarbon backbones are used to make amino acids and other carbon-based molecules that can be assembled into larger molecules (such as proteins or DNA), used for example to form new cells. (HS-LS1-6) Create a model of photosynthesis demonstrating the net flow of matter and energy into a cell. Use the model to explain energy transfer from light energy into stored chemical energy in the product. Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. Identify the reactants, products, and basic functions of photosynthesis. Identify the products and function of photosynthesis. Recognize that the function of photosynthesis is to produce food for plants. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Living organisms acquire the energy they need for life processes through various metabolic pathways (primarily photosynthesis and cellular respiration). Science Skills Worksheet: The Effect of Light on the Rate of Photosynthesis Curriculum Standards: Identify the reactants, products, and basic functions of photosynthesis. The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen. (HS-LS1-5) Identify the reactants, products, and basic functions of photosynthesis. Identify the products and function of photosynthesis. Recognize that the function of photosynthesis is to produce food for plants. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. Photosynthesis and cellular respiration (including anaerobic processes) provide most of the energy for life processes. (HSLS2- 3) Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Living organisms acquire the energy they need for life processes through various metabolic pathways (primarily photosynthesis and cellular respiration). The sugar molecules thus formed contain carbon, hydrogen, and oxygen: their hydrocarbon backbones are used to make amino acids and other carbon-based molecules that can be assembled into larger molecules (such as proteins or DNA), used for example to form new cells. (HS-LS1-6) Create a model of photosynthesis demonstrating the net flow of matter and energy into a cell. Use the model to explain energy transfer from light energy into stored chemical energy in the product. Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. Identify the reactants, products, and basic functions of photosynthesis. Identify the products and function of photosynthesis. Recognize that the function of photosynthesis is to produce food for plants. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Living organisms acquire the energy they need for life processes through various metabolic pathways (primarily photosynthesis and cellular respiration). Develop a Solution Lab: Plant Pigments and Photosynthesis Curriculum Standards: Identify the reactants, products, and basic functions of photosynthesis. The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen. (HS-LS1-5) Identify the reactants, products, and basic functions of photosynthesis. Identify the products and function of photosynthesis. Recognize that the function of photosynthesis is to produce food for plants. 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. Photosynthesis and cellular respiration (including anaerobic processes) provide most of the energy for life processes. (HSLS2- 3) Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Living organisms acquire the energy they need for life processes through various metabolic pathways (primarily photosynthesis and cellular respiration). 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). The sugar molecules thus formed contain carbon, hydrogen, and oxygen: their hydrocarbon backbones are used to make amino acids and other carbon-based molecules that can be assembled into larger molecules (such as proteins or DNA), used for example to form new cells. (HS-LS1-6) Analyze data using tools, technologies, and/or models in order to make valid and reliable scientific claims or determine an optimal design solution. 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). 5. Plan investigations, (Design and evaluate a scientific investigation). Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data and refine the design accordingly. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 10. Communicate results of scientific investigations, and 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. 11. Evaluate the merits of the explanations produced by others. 11. Evaluate the merits of the explanations produced by others. Create a model of photosynthesis demonstrating the net flow of matter and energy into a cell. Use the model to explain energy transfer from light energy into stored chemical energy in the product. Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. Evaluate evidence behind currently accepted explanations or solutions to determine the merits of arguments. Construct an explanation based on valid and reliable evidence obtained from a variety of sources (including students' own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. Evaluate the validity and reliability of multiple claims, methods, and/or designs that appear in scientific and technical texts or media reports, verifying the data when possible. Identify the reactants, products, and basic functions of photosynthesis. Identify the products and function of photosynthesis. Recognize that the function of photosynthesis is to produce food for plants. 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Living organisms acquire the energy they need for life processes through various metabolic pathways (primarily photosynthesis and cellular respiration). 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. 11. Evaluate the merits of the explanations produced by others. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Foundations Develop a Solution Lab: Plant Pigments and Photosynthesis Curriculum Standards: Identify the reactants, products, and basic functions of photosynthesis. The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen. (HS-LS1-5) Identify the reactants, products, and basic functions of photosynthesis. Identify the products and function of photosynthesis. Recognize that the function of photosynthesis is to produce food for plants. 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. Photosynthesis and cellular respiration (including anaerobic processes) provide most of the energy for life processes. (HSLS2- 3) Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Living organisms acquire the energy they need for life processes through various metabolic pathways (primarily photosynthesis and cellular respiration). 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). The sugar molecules thus formed contain carbon, hydrogen, and oxygen: their hydrocarbon backbones are used to make amino acids and other carbon-based molecules that can be assembled into larger molecules (such as proteins or DNA), used for example to form new cells. (HS-LS1-6) Analyze data using tools, technologies, and/or models in order to make valid and reliable scientific claims or determine an optimal design solution. 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). 5. Plan investigations, (Design and evaluate a scientific investigation). Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data and refine the design accordingly. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 10. Communicate results of scientific investigations, and 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. 11. Evaluate the merits of the explanations produced by others. 11. Evaluate the merits of the explanations produced by others. Create a model of photosynthesis demonstrating the net flow of matter and energy into a cell. Use the model to explain energy transfer from light energy into stored chemical energy in the product. Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. Evaluate evidence behind currently accepted explanations or solutions to determine the merits of arguments. Construct an explanation based on valid and reliable evidence obtained from a variety of sources (including students' own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. Evaluate the validity and reliability of multiple claims, methods, and/or designs that appear in scientific and technical texts or media reports, verifying the data when possible. Identify the reactants, products, and basic functions of photosynthesis. Identify the products and function of photosynthesis. Recognize that the function of photosynthesis is to produce food for plants. 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Living organisms acquire the energy they need for life processes through various metabolic pathways (primarily photosynthesis and cellular respiration). 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. 11. Evaluate the merits of the explanations produced by others. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Demonstrate eText: Lesson Review: Photosynthesis: An Overview Curriculum Standards: Identify the reactants, products, and basic functions of photosynthesis. The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen. (HS-LS1-5) Identify the reactants, products, and basic functions of photosynthesis. Identify the products and function of photosynthesis. Recognize that the function of photosynthesis is to produce food for plants. Identify the reactants, products, and basic functions of photosynthesis. Identify the products and function of photosynthesis. Recognize that the function of photosynthesis is to produce food for plants. Quiz Review: Photosynthesis: An Overview Curriculum Standards: Identify the reactants, products, and basic functions of photosynthesis. The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen. (HS-LS1-5) Identify the reactants, products, and basic functions of photosynthesis. Identify the products and function of photosynthesis. Recognize that the function of photosynthesis is to produce food for plants. Identify the reactants, products, and basic functions of photosynthesis. Identify the products and function of photosynthesis. Recognize that the function of photosynthesis is to produce food for plants. Editable Quiz: Photosynthesis: An Overview Curriculum Standards: Identify the reactants, products, and basic functions of photosynthesis. The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen. (HS-LS1-5) Identify the reactants, products, and basic functions of photosynthesis. Identify the products and function of photosynthesis. Recognize that the function of photosynthesis is to produce food for plants. Identify the reactants, products, and basic functions of photosynthesis. Identify the products and function of photosynthesis. Recognize that the function of photosynthesis is to produce food for plants. Quiz: Photosynthesis: An Overview Curriculum Standards: Identify the reactants, products, and basic functions of photosynthesis. The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen. (HS-LS1-5) Identify the reactants, products, and basic functions of photosynthesis. Identify the products and function of photosynthesis. Recognize that the function of photosynthesis is to produce food for plants. Identify the reactants, products, and basic functions of photosynthesis. Identify the products and function of photosynthesis. Recognize that the function of photosynthesis is to produce food for plants. Lesson 3: The Process of Photosynthesis Connect Discussion Board: A Look Into the Future Investigate eText: The Process of Photosynthesis Curriculum Standards: Identify the reactants, products, and basic functions of photosynthesis. The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen. (HS-LS1-5) Identify the reactants, products, and basic functions of photosynthesis. Identify the products and function of photosynthesis. Recognize that the function of photosynthesis is to produce food for plants. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. Photosynthesis and cellular respiration (including anaerobic processes) provide most of the energy for life processes. (HSLS2- 3) Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Living organisms acquire the energy they need for life processes through various metabolic pathways (primarily photosynthesis and cellular respiration). The sugar molecules thus formed contain carbon, hydrogen, and oxygen: their hydrocarbon backbones are used to make amino acids and other carbon-based molecules that can be assembled into larger molecules (such as proteins or DNA), used for example to form new cells. (HS-LS1-6) Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell. Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell. Create a model of photosynthesis demonstrating the net flow of matter and energy into a cell. Use the model to explain energy transfer from light energy into stored chemical energy in the product. Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. Identify the reactants, products, and basic functions of photosynthesis. Identify the products and function of photosynthesis. Recognize that the function of photosynthesis is to produce food for plants. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Living organisms acquire the energy they need for life processes through various metabolic pathways (primarily photosynthesis and cellular respiration). Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell. Analyzing Data: Rates of Photosynthesis Curriculum Standards: Identify the reactants, products, and basic functions of photosynthesis. The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen. (HS-LS1-5) Identify the reactants, products, and basic functions of photosynthesis. Identify the products and function of photosynthesis. Recognize that the function of photosynthesis is to produce food for plants. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. Photosynthesis and cellular respiration (including anaerobic processes) provide most of the energy for life processes. (HSLS2- 3) Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Living organisms acquire the energy they need for life processes through various metabolic pathways (primarily photosynthesis and cellular respiration). The sugar molecules thus formed contain carbon, hydrogen, and oxygen: their hydrocarbon backbones are used to make amino acids and other carbon-based molecules that can be assembled into larger molecules (such as proteins or DNA), used for example to form new cells. (HS-LS1-6) Create a model of photosynthesis demonstrating the net flow of matter and energy into a cell. Use the model to explain energy transfer from light energy into stored chemical energy in the product. Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. Identify the reactants, products, and basic functions of photosynthesis. Identify the products and function of photosynthesis. Recognize that the function of photosynthesis is to produce food for plants. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Living organisms acquire the energy they need for life processes through various metabolic pathways (primarily photosynthesis and cellular respiration). Interactivity: The Details of Photosynthesis Curriculum Standards: Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Research examples that demonstrate the functional variety of proteins and construct an argument based on evidence for the importance of the molecular structure to its function. Plan and carry out a controlled investigation to test predictions about factors, which should cause an effect on the structure and function of a protein. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Identify the reactants, products, and basic functions of photosynthesis. The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen. (HS-LS1-5) Identify the reactants, products, and basic functions of photosynthesis. Identify the products and function of photosynthesis. Recognize that the function of photosynthesis is to produce food for plants. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. Photosynthesis and cellular respiration (including anaerobic processes) provide most of the energy for life processes. (HSLS2- 3) Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Living organisms acquire the energy they need for life processes through various metabolic pathways (primarily photosynthesis and cellular respiration). Identify that carbohydrates, fats, proteins, and nucleic acids (macromolecules) are important for human organisms. Recognize that humans use proteins, carbohydrates, and fats. All living things are composed of four basic categories of macromolecules and share the same basic needs for life. The sugar molecules thus formed contain carbon, hydrogen, and oxygen: their hydrocarbon backbones are used to make amino acids and other carbon-based molecules that can be assembled into larger molecules (such as proteins or DNA), used for example to form new cells. (HS-LS1-6) Recognize that energy is stored in cells. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Chemical reactions in living things follow basic rules of chemistry and are usually regulated by enzymes. Create a model of photosynthesis demonstrating the net flow of matter and energy into a cell. Use the model to explain energy transfer from light energy into stored chemical energy in the product. Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Identify the reactants, products, and basic functions of photosynthesis. Identify the products and function of photosynthesis. Recognize that the function of photosynthesis is to produce food for plants. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Living organisms acquire the energy they need for life processes through various metabolic pathways (primarily photosynthesis and cellular respiration). Identify that carbohydrates, fats, proteins, and nucleic acids (macromolecules) are important for human organisms. Recognize that humans use proteins, carbohydrates, and fats. All living things are composed of four basic categories of macromolecules and share the same basic needs for life. Recognize that energy is stored in cells. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Chemical reactions in living things follow basic rules of chemistry and are usually regulated by enzymes. Spanish Workbook: The Process of Photosynthesis Editable Presentation: The Process of Photosynthesis Synthesize Science Skills Activity: Photosynthesis and Cellular Respiration Curriculum Standards: Identify the reactants, products, and basic functions of photosynthesis. The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen. (HS-LS1-5) Identify the reactants, products, and basic functions of photosynthesis. Identify the products and function of photosynthesis. Recognize that the function of photosynthesis is to produce food for plants. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. Photosynthesis and cellular respiration (including anaerobic processes) provide most of the energy for life processes. (HSLS2- 3) Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Living organisms acquire the energy they need for life processes through various metabolic pathways (primarily photosynthesis and cellular respiration). The sugar molecules thus formed contain carbon, hydrogen, and oxygen: their hydrocarbon backbones are used to make amino acids and other carbon-based molecules that can be assembled into larger molecules (such as proteins or DNA), used for example to form new cells. (HS-LS1-6) Create a model of photosynthesis demonstrating the net flow of matter and energy into a cell. Use the model to explain energy transfer from light energy into stored chemical energy in the product. Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. Identify the reactants, products, and basic functions of photosynthesis. Identify the products and function of photosynthesis. Recognize that the function of photosynthesis is to produce food for plants. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Living organisms acquire the energy they need for life processes through various metabolic pathways (primarily photosynthesis and cellular respiration). Science Skills Worksheet: Photosynthesis and Cellular Respiration Curriculum Standards: Identify the reactants, products, and basic functions of photosynthesis. The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen. (HS-LS1-5) Identify the reactants, products, and basic functions of photosynthesis. Identify the products and function of photosynthesis. Recognize that the function of photosynthesis is to produce food for plants. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. Photosynthesis and cellular respiration (including anaerobic processes) provide most of the energy for life processes. (HSLS2- 3) Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Living organisms acquire the energy they need for life processes through various metabolic pathways (primarily photosynthesis and cellular respiration). The sugar molecules thus formed contain carbon, hydrogen, and oxygen: their hydrocarbon backbones are used to make amino acids and other carbon-based molecules that can be assembled into larger molecules (such as proteins or DNA), used for example to form new cells. (HS-LS1-6) Create a model of photosynthesis demonstrating the net flow of matter and energy into a cell. Use the model to explain energy transfer from light energy into stored chemical energy in the product. Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. Identify the reactants, products, and basic functions of photosynthesis. Identify the products and function of photosynthesis. Recognize that the function of photosynthesis is to produce food for plants. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Living organisms acquire the energy they need for life processes through various metabolic pathways (primarily photosynthesis and cellular respiration). Demonstrate eText: Lesson Review: The Process of Photosynthesis Curriculum Standards: Identify the reactants, products, and basic functions of photosynthesis. The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen. (HS-LS1-5) Identify the reactants, products, and basic functions of photosynthesis. Identify the products and function of photosynthesis. Recognize that the function of photosynthesis is to produce food for plants. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Recognize that animals produce offspring. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Create a model of photosynthesis demonstrating the net flow of matter and energy into a cell. Use the model to explain energy transfer from light energy into stored chemical energy in the product. Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. The sugar molecules thus formed contain carbon, hydrogen, and oxygen: their hydrocarbon backbones are used to make amino acids and other carbon-based molecules that can be assembled into larger molecules (such as proteins or DNA), used for example to form new cells. (HS-LS1-6) Identify the reactants, products, and basic functions of photosynthesis. Identify the products and function of photosynthesis. Recognize that the function of photosynthesis is to produce food for plants. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Recognize that animals produce offspring. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Quiz Review: The Process of Photosynthesis Curriculum Standards: Identify the reactants, products, and basic functions of photosynthesis. The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen. (HS-LS1-5) Identify the reactants, products, and basic functions of photosynthesis. Identify the products and function of photosynthesis. Recognize that the function of photosynthesis is to produce food for plants. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Recognize that animals produce offspring. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Create a model of photosynthesis demonstrating the net flow of matter and energy into a cell. Use the model to explain energy transfer from light energy into stored chemical energy in the product. Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. The sugar molecules thus formed contain carbon, hydrogen, and oxygen: their hydrocarbon backbones are used to make amino acids and other carbon-based molecules that can be assembled into larger molecules (such as proteins or DNA), used for example to form new cells. (HS-LS1-6) Identify the reactants, products, and basic functions of photosynthesis. Identify the products and function of photosynthesis. Recognize that the function of photosynthesis is to produce food for plants. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Recognize that animals produce offspring. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Editable Quiz: The Process of Photosynthesis Curriculum Standards: Identify the reactants, products, and basic functions of photosynthesis. The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen. (HS-LS1-5) Identify the reactants, products, and basic functions of photosynthesis. Identify the products and function of photosynthesis. Recognize that the function of photosynthesis is to produce food for plants. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Recognize that animals produce offspring. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Create a model of photosynthesis demonstrating the net flow of matter and energy into a cell. Use the model to explain energy transfer from light energy into stored chemical energy in the product. Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. The sugar molecules thus formed contain carbon, hydrogen, and oxygen: their hydrocarbon backbones are used to make amino acids and other carbon-based molecules that can be assembled into larger molecules (such as proteins or DNA), used for example to form new cells. (HS-LS1-6) Identify the reactants, products, and basic functions of photosynthesis. Identify the products and function of photosynthesis. Recognize that the function of photosynthesis is to produce food for plants. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Recognize that animals produce offspring. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Quiz: The Process of Photosynthesis Curriculum Standards: Identify the reactants, products, and basic functions of photosynthesis. The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen. (HS-LS1-5) Identify the reactants, products, and basic functions of photosynthesis. Identify the products and function of photosynthesis. Recognize that the function of photosynthesis is to produce food for plants. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Recognize that animals produce offspring. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Create a model of photosynthesis demonstrating the net flow of matter and energy into a cell. Use the model to explain energy transfer from light energy into stored chemical energy in the product. Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. The sugar molecules thus formed contain carbon, hydrogen, and oxygen: their hydrocarbon backbones are used to make amino acids and other carbon-based molecules that can be assembled into larger molecules (such as proteins or DNA), used for example to form new cells. (HS-LS1-6) Identify the reactants, products, and basic functions of photosynthesis. Identify the products and function of photosynthesis. Recognize that the function of photosynthesis is to produce food for plants. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Recognize that animals produce offspring. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Chapter Close: Photosynthesis eText: Case Study Wrap-Up: What Would It Take to Make an Artificial Leaf? Curriculum Standards: Identify the reactants, products, and basic functions of photosynthesis. The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen. (HS-LS1-5) Identify the reactants, products, and basic functions of photosynthesis. Identify the products and function of photosynthesis. Recognize that the function of photosynthesis is to produce food for plants. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. Photosynthesis and cellular respiration (including anaerobic processes) provide most of the energy for life processes. (HSLS2- 3) Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Living organisms acquire the energy they need for life processes through various metabolic pathways (primarily photosynthesis and cellular respiration). The sugar molecules thus formed contain carbon, hydrogen, and oxygen: their hydrocarbon backbones are used to make amino acids and other carbon-based molecules that can be assembled into larger molecules (such as proteins or DNA), used for example to form new cells. (HS-LS1-6) Create a model of photosynthesis demonstrating the net flow of matter and energy into a cell. Use the model to explain energy transfer from light energy into stored chemical energy in the product. Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. Identify the reactants, products, and basic functions of photosynthesis. Identify the products and function of photosynthesis. Recognize that the function of photosynthesis is to produce food for plants. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Living organisms acquire the energy they need for life processes through various metabolic pathways (primarily photosynthesis and cellular respiration). Career Video: Chemical Engineer eText: Chapter 9 Study Guide Curriculum Standards: Identify the reactants, products, and basic functions of photosynthesis. The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen. (HS-LS1-5) Identify the reactants, products, and basic functions of photosynthesis. Identify the products and function of photosynthesis. Recognize that the function of photosynthesis is to produce food for plants. Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell. Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell. Create a model of photosynthesis demonstrating the net flow of matter and energy into a cell. Use the model to explain energy transfer from light energy into stored chemical energy in the product. Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. Explain the interrelated nature of photosynthesis and cellular respiration. Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. Photosynthesis and cellular respiration are important components of the carbon cycle, in which carbon is exchanged among the biosphere, atmosphere, oceans, and geosphere through chemical, physical, geological, and biological processes. (HS-LS2-5) Explain the interrelated nature of photosynthesis and cellular respiration. Living organisms acquire the energy they need for life processes through various metabolic pathways (primarily photosynthesis and cellular respiration). Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. The sugar molecules thus formed contain carbon, hydrogen, and oxygen: their hydrocarbon backbones are used to make amino acids and other carbon-based molecules that can be assembled into larger molecules (such as proteins or DNA), used for example to form new cells. (HS-LS1-6) Identify the reactants, products, and basic functions of photosynthesis. Identify the products and function of photosynthesis. Recognize that the function of photosynthesis is to produce food for plants. Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell. Explain the interrelated nature of photosynthesis and cellular respiration. Living organisms acquire the energy they need for life processes through various metabolic pathways (primarily photosynthesis and cellular respiration). eText: Performance-Based Assessment: Data From the Corn Field Curriculum Standards: Analyze the movement of matter and energy through the different biogeochemical cycles, including water and carbon. Analyze through research the cycling of matter in our biosphere and explain how biogeochemical cycles are critical for ecosystem function. Energy and nutrients move within and between biotic and abiotic components of ecosystems via physical, chemical and biological processes. Analyze the movement of matter and energy through the different biogeochemical cycles, including water and carbon. Recognize that the strength or usefulness of a scientific claim is evaluated through scientific argumentation, which depends on? critical and logical thinking, and the active consideration of alternative scientific explanations to explain the data presented. Explain that a scientific theory is the culmination of many scientific investigations drawing together all the current evidence concerning a substantial range of phenomena; thus, a scientific theory represents the most powerful explanation scientists have to offer. Recognize that the strength or usefulness of a scientific claim is evaluated through scientific argumentation, which depends on critical and logical thinking, and the active consideration of alternative scientific explanations to explain the data presented. Explain that a scientific theory is the culmination of many scientific investigations drawing together all the current evidence concerning a substantial range of phenomena; thus, a scientific theory represents the most powerful explanation scientists have to offer. Identify the reactants, products, and basic functions of photosynthesis. The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen. (HS-LS1-5) Identify the reactants, products, and basic functions of photosynthesis. Identify the products and function of photosynthesis. Recognize that the function of photosynthesis is to produce food for plants. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. Photosynthesis and cellular respiration (including anaerobic processes) provide most of the energy for life processes. (HSLS2- 3) Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Living organisms acquire the energy they need for life processes through various metabolic pathways (primarily photosynthesis and cellular respiration). Identify what is science, what clearly is not science, and what superficially resembles science (but fails to meet the criteria for science). Identify what is science, what clearly is not science, and what superficially resembles science (but fails to meet the criteria for science). Scientific knowledge is durable and robust, but open to change. Recognize that what is known about science can change based on new information. Energy drives the cycling of matter within and between systems. The sugar molecules thus formed contain carbon, hydrogen, and oxygen: their hydrocarbon backbones are used to make amino acids and other carbon-based molecules that can be assembled into larger molecules (such as proteins or DNA), used for example to form new cells. (HS-LS1-6) Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem. Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. Create a model of photosynthesis demonstrating the net flow of matter and energy into a cell. Use the model to explain energy transfer from light energy into stored chemical energy in the product. Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Scientific argumentation is a necessary part of scientific inquiry and plays an important role in the generation and validation of scientific knowledge. Create a model tracking carbon atoms between inorganic and organic molecules in an ecosystem. Explain human impacts on climate based on this model. Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere. Photosynthesis and cellular respiration are important components of the carbon cycle, in which carbon is exchanged among the biosphere, atmosphere, oceans, and geosphere through chemical, physical, geological, and biological processes. (HS-LS2-5) Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. Energy and nutrients move within and between biotic and abiotic components of ecosystems via physical, chemical and biological processes. Analyze the movement of matter and energy through the different biogeochemical cycles, including water and carbon. Recognize that the strength or usefulness of a scientific claim is evaluated through scientific argumentation, which depends on?_ critical and logical thinking, and the active consideration of alternative scientific explanations to explain the data presented. Explain that a scientific theory is the culmination of many scientific investigations drawing together all the current evidence concerning a substantial range of phenomena; thus, a scientific theory represents the most powerful explanation scientists have to offer. Identify the reactants, products, and basic functions of photosynthesis. Identify the products and function of photosynthesis. Recognize that the function of photosynthesis is to produce food for plants. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Living organisms acquire the energy they need for life processes through various metabolic pathways (primarily photosynthesis and cellular respiration). Identify what is science, what clearly is not science, and what superficially resembles science (but fails to meet the criteria for science). Scientific knowledge is durable and robust, but open to change. Recognize that what is known about science can change based on new information. Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Scientific argumentation is a necessary part of scientific inquiry and plays an important role in the generation and validation of scientific knowledge. eText: Chapter 9 Assessment Curriculum Standards: Identify the reactants, products, and basic functions of photosynthesis. The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen. (HS-LS1-5) Identify the reactants, products, and basic functions of photosynthesis. Identify the products and function of photosynthesis. Recognize that the function of photosynthesis is to produce food for plants. Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell. Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell. Create a model of photosynthesis demonstrating the net flow of matter and energy into a cell. Use the model to explain energy transfer from light energy into stored chemical energy in the product. Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. Explain the interrelated nature of photosynthesis and cellular respiration. Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. Photosynthesis and cellular respiration are important components of the carbon cycle, in which carbon is exchanged among the biosphere, atmosphere, oceans, and geosphere through chemical, physical, geological, and biological processes. (HS-LS2-5) Explain the interrelated nature of photosynthesis and cellular respiration. Living organisms acquire the energy they need for life processes through various metabolic pathways (primarily photosynthesis and cellular respiration). Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. The sugar molecules thus formed contain carbon, hydrogen, and oxygen: their hydrocarbon backbones are used to make amino acids and other carbon-based molecules that can be assembled into larger molecules (such as proteins or DNA), used for example to form new cells. (HS-LS1-6) Identify the reactants, products, and basic functions of photosynthesis. Identify the products and function of photosynthesis. Recognize that the function of photosynthesis is to produce food for plants. Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell. Explain the interrelated nature of photosynthesis and cellular respiration. Living organisms acquire the energy they need for life processes through various metabolic pathways (primarily photosynthesis and cellular respiration). Test Review: Photosynthesis Test Review: PhotosynthesisThis worksheet reviews answers to the chapter test. Curriculum Standards: Identify the reactants, products, and basic functions of photosynthesis. The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen. (HS-LS1-5) Identify the reactants, products, and basic functions of photosynthesis. Identify the products and function of photosynthesis. Recognize that the function of photosynthesis is to produce food for plants. Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell. Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell. Create a model of photosynthesis demonstrating the net flow of matter and energy into a cell. Use the model to explain energy transfer from light energy into stored chemical energy in the product. Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. Explain the interrelated nature of photosynthesis and cellular respiration. Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. Photosynthesis and cellular respiration are important components of the carbon cycle, in which carbon is exchanged among the biosphere, atmosphere, oceans, and geosphere through chemical, physical, geological, and biological processes. (HS-LS2-5) Explain the interrelated nature of photosynthesis and cellular respiration. Living organisms acquire the energy they need for life processes through various metabolic pathways (primarily photosynthesis and cellular respiration). Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. The sugar molecules thus formed contain carbon, hydrogen, and oxygen: their hydrocarbon backbones are used to make amino acids and other carbon-based molecules that can be assembled into larger molecules (such as proteins or DNA), used for example to form new cells. (HS-LS1-6) Identify the reactants, products, and basic functions of photosynthesis. Identify the products and function of photosynthesis. Recognize that the function of photosynthesis is to produce food for plants. Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell. Explain the interrelated nature of photosynthesis and cellular respiration. Living organisms acquire the energy they need for life processes through various metabolic pathways (primarily photosynthesis and cellular respiration). Editable Test: Photosynthesis Curriculum Standards: Identify the reactants, products, and basic functions of photosynthesis. The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen. (HS-LS1-5) Identify the reactants, products, and basic functions of photosynthesis. Identify the products and function of photosynthesis. Recognize that the function of photosynthesis is to produce food for plants. Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell. Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell. Create a model of photosynthesis demonstrating the net flow of matter and energy into a cell. Use the model to explain energy transfer from light energy into stored chemical energy in the product. Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. Explain the interrelated nature of photosynthesis and cellular respiration. Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. Photosynthesis and cellular respiration are important components of the carbon cycle, in which carbon is exchanged among the biosphere, atmosphere, oceans, and geosphere through chemical, physical, geological, and biological processes. (HS-LS2-5) Explain the interrelated nature of photosynthesis and cellular respiration. Living organisms acquire the energy they need for life processes through various metabolic pathways (primarily photosynthesis and cellular respiration). Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. The sugar molecules thus formed contain carbon, hydrogen, and oxygen: their hydrocarbon backbones are used to make amino acids and other carbon-based molecules that can be assembled into larger molecules (such as proteins or DNA), used for example to form new cells. (HS-LS1-6) Identify the reactants, products, and basic functions of photosynthesis. Identify the products and function of photosynthesis. Recognize that the function of photosynthesis is to produce food for plants. Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell. Explain the interrelated nature of photosynthesis and cellular respiration. Living organisms acquire the energy they need for life processes through various metabolic pathways (primarily photosynthesis and cellular respiration). Test: Photosynthesis Curriculum Standards: Identify the reactants, products, and basic functions of photosynthesis. The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen. (HS-LS1-5) Identify the reactants, products, and basic functions of photosynthesis. Identify the products and function of photosynthesis. Recognize that the function of photosynthesis is to produce food for plants. Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell. Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell. Create a model of photosynthesis demonstrating the net flow of matter and energy into a cell. Use the model to explain energy transfer from light energy into stored chemical energy in the product. Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. Explain the interrelated nature of photosynthesis and cellular respiration. Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. Photosynthesis and cellular respiration are important components of the carbon cycle, in which carbon is exchanged among the biosphere, atmosphere, oceans, and geosphere through chemical, physical, geological, and biological processes. (HS-LS2-5) Explain the interrelated nature of photosynthesis and cellular respiration. Living organisms acquire the energy they need for life processes through various metabolic pathways (primarily photosynthesis and cellular respiration). Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. The sugar molecules thus formed contain carbon, hydrogen, and oxygen: their hydrocarbon backbones are used to make amino acids and other carbon-based molecules that can be assembled into larger molecules (such as proteins or DNA), used for example to form new cells. (HS-LS1-6) Identify the reactants, products, and basic functions of photosynthesis. Identify the products and function of photosynthesis. Recognize that the function of photosynthesis is to produce food for plants. Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell. Explain the interrelated nature of photosynthesis and cellular respiration. Living organisms acquire the energy they need for life processes through various metabolic pathways (primarily photosynthesis and cellular respiration). eText: FL End-of-Course Test Practice: Photosynthesis Curriculum Standards: Identify the reactants, products, and basic functions of photosynthesis. The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen. (HS-LS1-5) Identify the reactants, products, and basic functions of photosynthesis. Identify the products and function of photosynthesis. Recognize that the function of photosynthesis is to produce food for plants. Explain the interrelated nature of photosynthesis and cellular respiration. Create a model of photosynthesis demonstrating the net flow of matter and energy into a cell. Use the model to explain energy transfer from light energy into stored chemical energy in the product. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. Explain the interrelated nature of photosynthesis and cellular respiration. Living organisms acquire the energy they need for life processes through various metabolic pathways (primarily photosynthesis and cellular respiration). Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell. Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell. Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. Photosynthesis and cellular respiration are important components of the carbon cycle, in which carbon is exchanged among the biosphere, atmosphere, oceans, and geosphere through chemical, physical, geological, and biological processes. (HS-LS2-5) Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. Identify the reactants, products, and basic functions of photosynthesis. Identify the products and function of photosynthesis. Recognize that the function of photosynthesis is to produce food for plants. Explain the interrelated nature of photosynthesis and cellular respiration. Living organisms acquire the energy they need for life processes through various metabolic pathways (primarily photosynthesis and cellular respiration). Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell. Editable FL EOC Test: Photosynthesis Curriculum Standards: Identify the reactants, products, and basic functions of photosynthesis. The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen. (HS-LS1-5) Identify the reactants, products, and basic functions of photosynthesis. Identify the products and function of photosynthesis. Recognize that the function of photosynthesis is to produce food for plants. Explain the interrelated nature of photosynthesis and cellular respiration. Create a model of photosynthesis demonstrating the net flow of matter and energy into a cell. Use the model to explain energy transfer from light energy into stored chemical energy in the product. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. Explain the interrelated nature of photosynthesis and cellular respiration. Living organisms acquire the energy they need for life processes through various metabolic pathways (primarily photosynthesis and cellular respiration). Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell. Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell. Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. Photosynthesis and cellular respiration are important components of the carbon cycle, in which carbon is exchanged among the biosphere, atmosphere, oceans, and geosphere through chemical, physical, geological, and biological processes. (HS-LS2-5) Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. Identify the reactants, products, and basic functions of photosynthesis. Identify the products and function of photosynthesis. Recognize that the function of photosynthesis is to produce food for plants. Explain the interrelated nature of photosynthesis and cellular respiration. Living organisms acquire the energy they need for life processes through various metabolic pathways (primarily photosynthesis and cellular respiration). Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell. FL End-of-Course Test Practice: Photosynthesis Curriculum Standards: Identify the reactants, products, and basic functions of photosynthesis. The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen. (HS-LS1-5) Identify the reactants, products, and basic functions of photosynthesis. Identify the products and function of photosynthesis. Recognize that the function of photosynthesis is to produce food for plants. Explain the interrelated nature of photosynthesis and cellular respiration. Create a model of photosynthesis demonstrating the net flow of matter and energy into a cell. Use the model to explain energy transfer from light energy into stored chemical energy in the product. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. Explain the interrelated nature of photosynthesis and cellular respiration. Living organisms acquire the energy they need for life processes through various metabolic pathways (primarily photosynthesis and cellular respiration). Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell. Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell. Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. Photosynthesis and cellular respiration are important components of the carbon cycle, in which carbon is exchanged among the biosphere, atmosphere, oceans, and geosphere through chemical, physical, geological, and biological processes. (HS-LS2-5) Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. Identify the reactants, products, and basic functions of photosynthesis. Identify the products and function of photosynthesis. Recognize that the function of photosynthesis is to produce food for plants. Explain the interrelated nature of photosynthesis and cellular respiration. Living organisms acquire the energy they need for life processes through various metabolic pathways (primarily photosynthesis and cellular respiration). Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell. Enrichment: Photosynthesis Enrichment: Optimal Conditions for Photosynthesis STEM Activity Chapter 10: Cellular Respiration Chapter Opener: Cellular Respiration eText: Cellular Respiration Curriculum Standards: Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Identify the major parts of plant and animal cells, including the cell membrane, nucleus, and cytoplasm, and their basic functions. Identify the reactants, products, and basic functions of photosynthesis. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. Photosynthesis and cellular respiration (including anaerobic processes) provide most of the energy for life processes. (HSLS2- 3) Identify the reactants, products, and basic functions of photosynthesis. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Living organisms acquire the energy they need for life processes through various metabolic pathways (primarily photosynthesis and cellular respiration). Create a model tracking carbon atoms between inorganic and organic molecules in an ecosystem. Explain human impacts on climate based on this model. Recognize that plants give off oxygen that is used by animals and animals give off carbon dioxide that is used by plants. Recognize that people and animals breathe in the oxygen that plants give off. Develop a model based on evidence to illustrate and/or predict the relationships between systems or between components of a system. Recognize that energy is stored in cells. Cells have characteristic structures and functions that make them distinctive. Identify that parts of cells (organelles) can combine to work together. Explain the interrelated nature of photosynthesis and cellular respiration. Create a model of photosynthesis demonstrating the net flow of matter and energy into a cell. Use the model to explain energy transfer from light energy into stored chemical energy in the product. Explain the interrelated nature of photosynthesis and cellular respiration. Evaluate comparative models of various cell types with a focus on organic molecules that make up cellular structures. Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell. Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell. Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. a. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. a. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. By the end of grade 10, read and comprehend science/technical texts in the grades 9???10 text complexity band independently and proficiently. By the end of grade 10, read and comprehend science/technical texts in the grades 9-10 text complexity band independently and proficiently. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from or supports the argument presented. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). e. Provide a concluding statement or section that follows from or supports the argument presented. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers. d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers. Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. Photosynthesis and cellular respiration are important components of the carbon cycle, in which carbon is exchanged among the biosphere, atmosphere, oceans, and geosphere through chemical, physical, geological, and biological processes. (HS-LS2-5) b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience???s knowledge of the topic. b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience' knowledge of the topic. Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Identify the major parts of plant and animal cells, including the cell membrane, nucleus, and cytoplasm, and their basic functions. Identify the reactants, products, and basic functions of photosynthesis. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Living organisms acquire the energy they need for life processes through various metabolic pathways (primarily photosynthesis and cellular respiration). Recognize that plants give off oxygen that is used by animals and animals give off carbon dioxide that is used by plants. Recognize that people and animals breathe in the oxygen that plants give off. Recognize that energy is stored in cells. Cells have characteristic structures and functions that make them distinctive. Identify that parts of cells (organelles) can combine to work together. Explain the interrelated nature of photosynthesis and cellular respiration. Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell. Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. a. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. By the end of grade 10, read and comprehend science/technical texts in the grades 9_?_10 text complexity band independently and proficiently. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from or supports the argument presented. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers. b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience_?_s knowledge of the topic. Biology Foundations: Cellular Respiration Curriculum Standards: Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Identify the major parts of plant and animal cells, including the cell membrane, nucleus, and cytoplasm, and their basic functions. Identify the reactants, products, and basic functions of photosynthesis. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. Photosynthesis and cellular respiration (including anaerobic processes) provide most of the energy for life processes. (HSLS2- 3) Identify the reactants, products, and basic functions of photosynthesis. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Living organisms acquire the energy they need for life processes through various metabolic pathways (primarily photosynthesis and cellular respiration). Create a model tracking carbon atoms between inorganic and organic molecules in an ecosystem. Explain human impacts on climate based on this model. Recognize that plants give off oxygen that is used by animals and animals give off carbon dioxide that is used by plants. Recognize that people and animals breathe in the oxygen that plants give off. Recognize that energy is stored in cells. Cells have characteristic structures and functions that make them distinctive. Identify that parts of cells (organelles) can combine to work together. Explain the interrelated nature of photosynthesis and cellular respiration. Create a model of photosynthesis demonstrating the net flow of matter and energy into a cell. Use the model to explain energy transfer from light energy into stored chemical energy in the product. Explain the interrelated nature of photosynthesis and cellular respiration. Evaluate comparative models of various cell types with a focus on organic molecules that make up cellular structures. Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell. Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell. Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. a. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. a. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. By the end of grade 10, read and comprehend science/technical texts in the grades 9???10 text complexity band independently and proficiently. By the end of grade 10, read and comprehend science/technical texts in the grades 9-10 text complexity band independently and proficiently. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from or supports the argument presented. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). e. Provide a concluding statement or section that follows from or supports the argument presented. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers. d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers. Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. Photosynthesis and cellular respiration are important components of the carbon cycle, in which carbon is exchanged among the biosphere, atmosphere, oceans, and geosphere through chemical, physical, geological, and biological processes. (HS-LS2-5) b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience???s knowledge of the topic. b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience' knowledge of the topic. Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Identify the major parts of plant and animal cells, including the cell membrane, nucleus, and cytoplasm, and their basic functions. Identify the reactants, products, and basic functions of photosynthesis. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Living organisms acquire the energy they need for life processes through various metabolic pathways (primarily photosynthesis and cellular respiration). Recognize that plants give off oxygen that is used by animals and animals give off carbon dioxide that is used by plants. Recognize that people and animals breathe in the oxygen that plants give off. Recognize that energy is stored in cells. Cells have characteristic structures and functions that make them distinctive. Identify that parts of cells (organelles) can combine to work together. Explain the interrelated nature of photosynthesis and cellular respiration. Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell. Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. a. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. By the end of grade 10, read and comprehend science/technical texts in the grades 9_?_10 text complexity band independently and proficiently. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from or supports the argument presented. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers. b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience_?_s knowledge of the topic. Lesson 1: Cellular Respiration: An Overview Connect Class Discussion: Feel the Burn Investigate eText: Cellular Respiration: An Overview Curriculum Standards: Identify the reactants, products, and basic functions of photosynthesis. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. Photosynthesis and cellular respiration (including anaerobic processes) provide most of the energy for life processes. (HSLS2- 3) Identify the reactants, products, and basic functions of photosynthesis. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Living organisms acquire the energy they need for life processes through various metabolic pathways (primarily photosynthesis and cellular respiration). Create a model tracking carbon atoms between inorganic and organic molecules in an ecosystem. Explain human impacts on climate based on this model. Recognize that plants give off oxygen that is used by animals and animals give off carbon dioxide that is used by plants. Recognize that people and animals breathe in the oxygen that plants give off. Recognize that energy is stored in cells. Explain the interrelated nature of photosynthesis and cellular respiration. Create a model of photosynthesis demonstrating the net flow of matter and energy into a cell. Use the model to explain energy transfer from light energy into stored chemical energy in the product. Explain the interrelated nature of photosynthesis and cellular respiration. Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. Photosynthesis and cellular respiration are important components of the carbon cycle, in which carbon is exchanged among the biosphere, atmosphere, oceans, and geosphere through chemical, physical, geological, and biological processes. (HS-LS2-5) Identify the reactants, products, and basic functions of photosynthesis. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Living organisms acquire the energy they need for life processes through various metabolic pathways (primarily photosynthesis and cellular respiration). Recognize that plants give off oxygen that is used by animals and animals give off carbon dioxide that is used by plants. Recognize that people and animals breathe in the oxygen that plants give off. Recognize that energy is stored in cells. Explain the interrelated nature of photosynthesis and cellular respiration. Analyzing Data: You Are What You Eat: Case Study Curriculum Standards: Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. Interactivity: Cellular Respiration Curriculum Standards: Identify the reactants, products, and basic functions of photosynthesis. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. Photosynthesis and cellular respiration (including anaerobic processes) provide most of the energy for life processes. (HSLS2- 3) Identify the reactants, products, and basic functions of photosynthesis. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Living organisms acquire the energy they need for life processes through various metabolic pathways (primarily photosynthesis and cellular respiration). Create a model tracking carbon atoms between inorganic and organic molecules in an ecosystem. Explain human impacts on climate based on this model. Recognize that plants give off oxygen that is used by animals and animals give off carbon dioxide that is used by plants. Recognize that people and animals breathe in the oxygen that plants give off. Recognize that energy is stored in cells. Explain the interrelated nature of photosynthesis and cellular respiration. Create a model of photosynthesis demonstrating the net flow of matter and energy into a cell. Use the model to explain energy transfer from light energy into stored chemical energy in the product. Explain the interrelated nature of photosynthesis and cellular respiration. Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. Photosynthesis and cellular respiration are important components of the carbon cycle, in which carbon is exchanged among the biosphere, atmosphere, oceans, and geosphere through chemical, physical, geological, and biological processes. (HS-LS2-5) Identify the reactants, products, and basic functions of photosynthesis. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Living organisms acquire the energy they need for life processes through various metabolic pathways (primarily photosynthesis and cellular respiration). Recognize that plants give off oxygen that is used by animals and animals give off carbon dioxide that is used by plants. Recognize that people and animals breathe in the oxygen that plants give off. Recognize that energy is stored in cells. Explain the interrelated nature of photosynthesis and cellular respiration. Spanish Workbook: Cellular Respiration: An Overview Editable Presentation: Cellular Respiration: An Overview Synthesize PBL Science Skills Activity: Algae and Biofuels Curriculum Standards: Explain the interrelated nature of photosynthesis and cellular respiration. Create a model of photosynthesis demonstrating the net flow of matter and energy into a cell. Use the model to explain energy transfer from light energy into stored chemical energy in the product. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. Explain the interrelated nature of photosynthesis and cellular respiration. Living organisms acquire the energy they need for life processes through various metabolic pathways (primarily photosynthesis and cellular respiration). Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. Photosynthesis and cellular respiration are important components of the carbon cycle, in which carbon is exchanged among the biosphere, atmosphere, oceans, and geosphere through chemical, physical, geological, and biological processes. (HS-LS2-5) Explain the interrelated nature of photosynthesis and cellular respiration. Living organisms acquire the energy they need for life processes through various metabolic pathways (primarily photosynthesis and cellular respiration). PBL Science Skills Worksheet: Algae and Biofuels Curriculum Standards: Explain the interrelated nature of photosynthesis and cellular respiration. Create a model of photosynthesis demonstrating the net flow of matter and energy into a cell. Use the model to explain energy transfer from light energy into stored chemical energy in the product. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. Explain the interrelated nature of photosynthesis and cellular respiration. Living organisms acquire the energy they need for life processes through various metabolic pathways (primarily photosynthesis and cellular respiration). Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. Photosynthesis and cellular respiration are important components of the carbon cycle, in which carbon is exchanged among the biosphere, atmosphere, oceans, and geosphere through chemical, physical, geological, and biological processes. (HS-LS2-5) Explain the interrelated nature of photosynthesis and cellular respiration. Living organisms acquire the energy they need for life processes through various metabolic pathways (primarily photosynthesis and cellular respiration). Demonstrate eText: Lesson Review: Cellular Respiration: An Overview Curriculum Standards: Identify that food is a source of energy. Identify the reactants, products, and basic functions of photosynthesis. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. Photosynthesis and cellular respiration (including anaerobic processes) provide most of the energy for life processes. (HSLS2- 3) Identify the reactants, products, and basic functions of photosynthesis. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Living organisms acquire the energy they need for life processes through various metabolic pathways (primarily photosynthesis and cellular respiration). Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed resulting in a net transfer of energy. As a result of these chemical reactions, energy is transferred from one system of interacting molecules to another. Cellular respiration is a chemical process in which the bonds of food molecules and oxygen molecules are broken and new compounds are formed that can transport energy to muscles. Cellular respiration also releases the energy needed to maintain body temperature despite ongoing energy transfer to the surrounding environment.(HS-LS1-7) Identify that cells release energy from food so the organism can use it (cellular respiration). Recognize that cells get energy from food. Create a model tracking carbon atoms between inorganic and organic molecules in an ecosystem. Explain human impacts on climate based on this model. Recognize that plants give off oxygen that is used by animals and animals give off carbon dioxide that is used by plants. Recognize that people and animals breathe in the oxygen that plants give off. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Recognize that energy is stored in cells. Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell. Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell. Explain the interrelated nature of photosynthesis and cellular respiration. Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. Photosynthesis and cellular respiration are important components of the carbon cycle, in which carbon is exchanged among the biosphere, atmosphere, oceans, and geosphere through chemical, physical, geological, and biological processes. (HS-LS2-5) Explain the interrelated nature of photosynthesis and cellular respiration. All living things are composed of four basic categories of macromolecules and share the same basic needs for life. Identify that carbohydrates, fats, proteins, and nucleic acids (macromolecules) are important for human organisms. Identify that food is a source of energy. Identify the reactants, products, and basic functions of photosynthesis. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Living organisms acquire the energy they need for life processes through various metabolic pathways (primarily photosynthesis and cellular respiration). Identify that cells release energy from food so the organism can use it (cellular respiration). Recognize that cells get energy from food. Recognize that plants give off oxygen that is used by animals and animals give off carbon dioxide that is used by plants. Recognize that people and animals breathe in the oxygen that plants give off. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Recognize that energy is stored in cells. Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell. Explain the interrelated nature of photosynthesis and cellular respiration. All living things are composed of four basic categories of macromolecules and share the same basic needs for life. Identify that carbohydrates, fats, proteins, and nucleic acids (macromolecules) are important for human organisms. Quiz Review: Cellular Respiration: An Overview Curriculum Standards: Identify that food is a source of energy. Identify the reactants, products, and basic functions of photosynthesis. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. Photosynthesis and cellular respiration (including anaerobic processes) provide most of the energy for life processes. (HSLS2- 3) Identify the reactants, products, and basic functions of photosynthesis. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Living organisms acquire the energy they need for life processes through various metabolic pathways (primarily photosynthesis and cellular respiration). Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed resulting in a net transfer of energy. As a result of these chemical reactions, energy is transferred from one system of interacting molecules to another. Cellular respiration is a chemical process in which the bonds of food molecules and oxygen molecules are broken and new compounds are formed that can transport energy to muscles. Cellular respiration also releases the energy needed to maintain body temperature despite ongoing energy transfer to the surrounding environment.(HS-LS1-7) Identify that cells release energy from food so the organism can use it (cellular respiration). Recognize that cells get energy from food. Create a model tracking carbon atoms between inorganic and organic molecules in an ecosystem. Explain human impacts on climate based on this model. Recognize that plants give off oxygen that is used by animals and animals give off carbon dioxide that is used by plants. Recognize that people and animals breathe in the oxygen that plants give off. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Recognize that energy is stored in cells. Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell. Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell. Explain the interrelated nature of photosynthesis and cellular respiration. Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. Photosynthesis and cellular respiration are important components of the carbon cycle, in which carbon is exchanged among the biosphere, atmosphere, oceans, and geosphere through chemical, physical, geological, and biological processes. (HS-LS2-5) Explain the interrelated nature of photosynthesis and cellular respiration. All living things are composed of four basic categories of macromolecules and share the same basic needs for life. Identify that carbohydrates, fats, proteins, and nucleic acids (macromolecules) are important for human organisms. Identify that food is a source of energy. Identify the reactants, products, and basic functions of photosynthesis. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Living organisms acquire the energy they need for life processes through various metabolic pathways (primarily photosynthesis and cellular respiration). Identify that cells release energy from food so the organism can use it (cellular respiration). Recognize that cells get energy from food. Recognize that plants give off oxygen that is used by animals and animals give off carbon dioxide that is used by plants. Recognize that people and animals breathe in the oxygen that plants give off. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Recognize that energy is stored in cells. Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell. Explain the interrelated nature of photosynthesis and cellular respiration. All living things are composed of four basic categories of macromolecules and share the same basic needs for life. Identify that carbohydrates, fats, proteins, and nucleic acids (macromolecules) are important for human organisms. Editable Quiz: Cellular Respiration: An Overview Curriculum Standards: Identify that food is a source of energy. Identify the reactants, products, and basic functions of photosynthesis. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. Photosynthesis and cellular respiration (including anaerobic processes) provide most of the energy for life processes. (HSLS2- 3) Identify the reactants, products, and basic functions of photosynthesis. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Living organisms acquire the energy they need for life processes through various metabolic pathways (primarily photosynthesis and cellular respiration). Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed resulting in a net transfer of energy. As a result of these chemical reactions, energy is transferred from one system of interacting molecules to another. Cellular respiration is a chemical process in which the bonds of food molecules and oxygen molecules are broken and new compounds are formed that can transport energy to muscles. Cellular respiration also releases the energy needed to maintain body temperature despite ongoing energy transfer to the surrounding environment.(HS-LS1-7) Identify that cells release energy from food so the organism can use it (cellular respiration). Recognize that cells get energy from food. Create a model tracking carbon atoms between inorganic and organic molecules in an ecosystem. Explain human impacts on climate based on this model. Recognize that plants give off oxygen that is used by animals and animals give off carbon dioxide that is used by plants. Recognize that people and animals breathe in the oxygen that plants give off. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Recognize that energy is stored in cells. Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell. Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell. Explain the interrelated nature of photosynthesis and cellular respiration. Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. Photosynthesis and cellular respiration are important components of the carbon cycle, in which carbon is exchanged among the biosphere, atmosphere, oceans, and geosphere through chemical, physical, geological, and biological processes. (HS-LS2-5) Explain the interrelated nature of photosynthesis and cellular respiration. All living things are composed of four basic categories of macromolecules and share the same basic needs for life. Identify that carbohydrates, fats, proteins, and nucleic acids (macromolecules) are important for human organisms. Identify that food is a source of energy. Identify the reactants, products, and basic functions of photosynthesis. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Living organisms acquire the energy they need for life processes through various metabolic pathways (primarily photosynthesis and cellular respiration). Identify that cells release energy from food so the organism can use it (cellular respiration). Recognize that cells get energy from food. Recognize that plants give off oxygen that is used by animals and animals give off carbon dioxide that is used by plants. Recognize that people and animals breathe in the oxygen that plants give off. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Recognize that energy is stored in cells. Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell. Explain the interrelated nature of photosynthesis and cellular respiration. All living things are composed of four basic categories of macromolecules and share the same basic needs for life. Identify that carbohydrates, fats, proteins, and nucleic acids (macromolecules) are important for human organisms. Quiz: Cellular Respiration: An Overview Curriculum Standards: Identify that food is a source of energy. Identify the reactants, products, and basic functions of photosynthesis. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. Photosynthesis and cellular respiration (including anaerobic processes) provide most of the energy for life processes. (HSLS2- 3) Identify the reactants, products, and basic functions of photosynthesis. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Living organisms acquire the energy they need for life processes through various metabolic pathways (primarily photosynthesis and cellular respiration). Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed resulting in a net transfer of energy. As a result of these chemical reactions, energy is transferred from one system of interacting molecules to another. Cellular respiration is a chemical process in which the bonds of food molecules and oxygen molecules are broken and new compounds are formed that can transport energy to muscles. Cellular respiration also releases the energy needed to maintain body temperature despite ongoing energy transfer to the surrounding environment.(HS-LS1-7) Identify that cells release energy from food so the organism can use it (cellular respiration). Recognize that cells get energy from food. Create a model tracking carbon atoms between inorganic and organic molecules in an ecosystem. Explain human impacts on climate based on this model. Recognize that plants give off oxygen that is used by animals and animals give off carbon dioxide that is used by plants. Recognize that people and animals breathe in the oxygen that plants give off. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Recognize that energy is stored in cells. Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell. Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell. Explain the interrelated nature of photosynthesis and cellular respiration. Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. Photosynthesis and cellular respiration are important components of the carbon cycle, in which carbon is exchanged among the biosphere, atmosphere, oceans, and geosphere through chemical, physical, geological, and biological processes. (HS-LS2-5) Explain the interrelated nature of photosynthesis and cellular respiration. All living things are composed of four basic categories of macromolecules and share the same basic needs for life. Identify that carbohydrates, fats, proteins, and nucleic acids (macromolecules) are important for human organisms. Identify that food is a source of energy. Identify the reactants, products, and basic functions of photosynthesis. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Living organisms acquire the energy they need for life processes through various metabolic pathways (primarily photosynthesis and cellular respiration). Identify that cells release energy from food so the organism can use it (cellular respiration). Recognize that cells get energy from food. Recognize that plants give off oxygen that is used by animals and animals give off carbon dioxide that is used by plants. Recognize that people and animals breathe in the oxygen that plants give off. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Recognize that energy is stored in cells. Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell. Explain the interrelated nature of photosynthesis and cellular respiration. All living things are composed of four basic categories of macromolecules and share the same basic needs for life. Identify that carbohydrates, fats, proteins, and nucleic acids (macromolecules) are important for human organisms. Lesson 2: The Process of Cellular Respiration Connect Inquiry Warm-Up Lab: Maximizing Surface Area Curriculum Standards: Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Identify the major parts of plant and animal cells, including the cell membrane, nucleus, and cytoplasm, and their basic functions. Utilize a model of a cell plasma membrane to compare the various types of cellular transport and test predictions about the movement of molecules into or out of a cell based on the homeostasis of energy and matter in cells. Cells have characteristic structures and functions that make them distinctive. Recognize that cells have different parts and each has a function. Match parts of common living things to their functions. Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Identify the major parts of plant and animal cells, including the cell membrane, nucleus, and cytoplasm, and their basic functions. Cells have characteristic structures and functions that make them distinctive. Recognize that cells have different parts and each has a function. Match parts of common living things to their functions. Investigate eText: The Process of Cellular Respiration Curriculum Standards: Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Identify the major parts of plant and animal cells, including the cell membrane, nucleus, and cytoplasm, and their basic functions. Identify the reactants, products, and basic functions of photosynthesis. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. Photosynthesis and cellular respiration (including anaerobic processes) provide most of the energy for life processes. (HSLS2- 3) Identify the reactants, products, and basic functions of photosynthesis. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Living organisms acquire the energy they need for life processes through various metabolic pathways (primarily photosynthesis and cellular respiration). Create a model tracking carbon atoms between inorganic and organic molecules in an ecosystem. Explain human impacts on climate based on this model. Recognize that plants give off oxygen that is used by animals and animals give off carbon dioxide that is used by plants. Recognize that people and animals breathe in the oxygen that plants give off. Recognize that energy is stored in cells. Cells have characteristic structures and functions that make them distinctive. Identify that parts of cells (organelles) can combine to work together. Evaluate comparative models of various cell types with a focus on organic molecules that make up cellular structures. Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell. Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell. Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Identify the major parts of plant and animal cells, including the cell membrane, nucleus, and cytoplasm, and their basic functions. Identify the reactants, products, and basic functions of photosynthesis. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Living organisms acquire the energy they need for life processes through various metabolic pathways (primarily photosynthesis and cellular respiration). Recognize that plants give off oxygen that is used by animals and animals give off carbon dioxide that is used by plants. Recognize that people and animals breathe in the oxygen that plants give off. Recognize that energy is stored in cells. Cells have characteristic structures and functions that make them distinctive. Identify that parts of cells (organelles) can combine to work together. Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell. Interactivity: The Mechanics of Cellular Respiration Curriculum Standards: Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell. Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell. Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell. Spanish Workbook: The Process of Cellular Respiration Editable Presentation: The Process of Cellular Respiration Synthesize Science Skills Activity: Exercise and Mitochondria Curriculum Standards: Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed resulting in a net transfer of energy. As a result of these chemical reactions, energy is transferred from one system of interacting molecules to another. Cellular respiration is a chemical process in which the bonds of food molecules and oxygen molecules are broken and new compounds are formed that can transport energy to muscles. Cellular respiration also releases the energy needed to maintain body temperature despite ongoing energy transfer to the surrounding environment.(HS-LS1-7) Identify that cells release energy from food so the organism can use it (cellular respiration). Recognize that cells get energy from food. Identify that cells release energy from food so the organism can use it (cellular respiration). Recognize that cells get energy from food. Science Skills Worksheet: Exercise and Mitochondria Modeling Lab: Making a Model of Cellular Respiration Curriculum Standards: 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). Identify the reactants, products, and basic functions of photosynthesis. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. Photosynthesis and cellular respiration (including anaerobic processes) provide most of the energy for life processes. (HSLS2- 3) Identify the reactants, products, and basic functions of photosynthesis. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Living organisms acquire the energy they need for life processes through various metabolic pathways (primarily photosynthesis and cellular respiration). 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). Create a model tracking carbon atoms between inorganic and organic molecules in an ecosystem. Explain human impacts on climate based on this model. Recognize that plants give off oxygen that is used by animals and animals give off carbon dioxide that is used by plants. Recognize that people and animals breathe in the oxygen that plants give off. Analyze data using tools, technologies, and/or models in order to make valid and reliable scientific claims or determine an optimal design solution. 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Recognize that energy is stored in cells. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). 5. Plan investigations, (Design and evaluate a scientific investigation). Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data and refine the design accordingly. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 10. Communicate results of scientific investigations, and 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell. Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell. 11. Evaluate the merits of the explanations produced by others. 11. Evaluate the merits of the explanations produced by others. Evaluate evidence behind currently accepted explanations or solutions to determine the merits of arguments. Construct an explanation based on valid and reliable evidence obtained from a variety of sources (including students' own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Evaluate the validity and reliability of multiple claims, methods, and/or designs that appear in scientific and technical texts or media reports, verifying the data when possible. 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). Identify the reactants, products, and basic functions of photosynthesis. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Living organisms acquire the energy they need for life processes through various metabolic pathways (primarily photosynthesis and cellular respiration). 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). Recognize that plants give off oxygen that is used by animals and animals give off carbon dioxide that is used by plants. Recognize that people and animals breathe in the oxygen that plants give off. 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Recognize that energy is stored in cells. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell. 11. Evaluate the merits of the explanations produced by others. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Foundations Modeling Lab: Making a Model of Cellular Respiration Curriculum Standards: 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). Identify the reactants, products, and basic functions of photosynthesis. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. Photosynthesis and cellular respiration (including anaerobic processes) provide most of the energy for life processes. (HSLS2- 3) Identify the reactants, products, and basic functions of photosynthesis. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Living organisms acquire the energy they need for life processes through various metabolic pathways (primarily photosynthesis and cellular respiration). 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). Create a model tracking carbon atoms between inorganic and organic molecules in an ecosystem. Explain human impacts on climate based on this model. Recognize that plants give off oxygen that is used by animals and animals give off carbon dioxide that is used by plants. Recognize that people and animals breathe in the oxygen that plants give off. Analyze data using tools, technologies, and/or models in order to make valid and reliable scientific claims or determine an optimal design solution. 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Recognize that energy is stored in cells. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). 5. Plan investigations, (Design and evaluate a scientific investigation). Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data and refine the design accordingly. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 10. Communicate results of scientific investigations, and 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell. Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell. 11. Evaluate the merits of the explanations produced by others. 11. Evaluate the merits of the explanations produced by others. Evaluate evidence behind currently accepted explanations or solutions to determine the merits of arguments. Construct an explanation based on valid and reliable evidence obtained from a variety of sources (including students' own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Evaluate the validity and reliability of multiple claims, methods, and/or designs that appear in scientific and technical texts or media reports, verifying the data when possible. 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). Identify the reactants, products, and basic functions of photosynthesis. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Living organisms acquire the energy they need for life processes through various metabolic pathways (primarily photosynthesis and cellular respiration). 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). Recognize that plants give off oxygen that is used by animals and animals give off carbon dioxide that is used by plants. Recognize that people and animals breathe in the oxygen that plants give off. 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Recognize that energy is stored in cells. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell. 11. Evaluate the merits of the explanations produced by others. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Demonstrate eText: Lesson Review: The Process of Cellular Respiration Curriculum Standards: Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed resulting in a net transfer of energy. As a result of these chemical reactions, energy is transferred from one system of interacting molecules to another. Cellular respiration is a chemical process in which the bonds of food molecules and oxygen molecules are broken and new compounds are formed that can transport energy to muscles. Cellular respiration also releases the energy needed to maintain body temperature despite ongoing energy transfer to the surrounding environment.(HS-LS1-7) Identify that cells release energy from food so the organism can use it (cellular respiration). Recognize that cells get energy from food. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Create a model tracking carbon atoms between inorganic and organic molecules in an ecosystem. Explain human impacts on climate based on this model. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Recognize that plants give off oxygen that is used by animals and animals give off carbon dioxide that is used by plants. Recognize that people and animals breathe in the oxygen that plants give off. Recognize that energy is stored in cells. Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell. Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. Identify that cells release energy from food so the organism can use it (cellular respiration). Recognize that cells get energy from food. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Recognize that plants give off oxygen that is used by animals and animals give off carbon dioxide that is used by plants. Recognize that people and animals breathe in the oxygen that plants give off. Recognize that energy is stored in cells. Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell. Quiz Review: The Process of Cellular Respiration Curriculum Standards: Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed resulting in a net transfer of energy. As a result of these chemical reactions, energy is transferred from one system of interacting molecules to another. Cellular respiration is a chemical process in which the bonds of food molecules and oxygen molecules are broken and new compounds are formed that can transport energy to muscles. Cellular respiration also releases the energy needed to maintain body temperature despite ongoing energy transfer to the surrounding environment.(HS-LS1-7) Identify that cells release energy from food so the organism can use it (cellular respiration). Recognize that cells get energy from food. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Create a model tracking carbon atoms between inorganic and organic molecules in an ecosystem. Explain human impacts on climate based on this model. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Recognize that plants give off oxygen that is used by animals and animals give off carbon dioxide that is used by plants. Recognize that people and animals breathe in the oxygen that plants give off. Recognize that energy is stored in cells. Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell. Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. Identify that cells release energy from food so the organism can use it (cellular respiration). Recognize that cells get energy from food. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Recognize that plants give off oxygen that is used by animals and animals give off carbon dioxide that is used by plants. Recognize that people and animals breathe in the oxygen that plants give off. Recognize that energy is stored in cells. Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell. Editable Quiz: The Process of Cellular Respiration Curriculum Standards: Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed resulting in a net transfer of energy. As a result of these chemical reactions, energy is transferred from one system of interacting molecules to another. Cellular respiration is a chemical process in which the bonds of food molecules and oxygen molecules are broken and new compounds are formed that can transport energy to muscles. Cellular respiration also releases the energy needed to maintain body temperature despite ongoing energy transfer to the surrounding environment.(HS-LS1-7) Identify that cells release energy from food so the organism can use it (cellular respiration). Recognize that cells get energy from food. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Create a model tracking carbon atoms between inorganic and organic molecules in an ecosystem. Explain human impacts on climate based on this model. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Recognize that plants give off oxygen that is used by animals and animals give off carbon dioxide that is used by plants. Recognize that people and animals breathe in the oxygen that plants give off. Recognize that energy is stored in cells. Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell. Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. Identify that cells release energy from food so the organism can use it (cellular respiration). Recognize that cells get energy from food. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Recognize that plants give off oxygen that is used by animals and animals give off carbon dioxide that is used by plants. Recognize that people and animals breathe in the oxygen that plants give off. Recognize that energy is stored in cells. Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell. Quiz: The Process of Cellular Respiration Curriculum Standards: Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed resulting in a net transfer of energy. As a result of these chemical reactions, energy is transferred from one system of interacting molecules to another. Cellular respiration is a chemical process in which the bonds of food molecules and oxygen molecules are broken and new compounds are formed that can transport energy to muscles. Cellular respiration also releases the energy needed to maintain body temperature despite ongoing energy transfer to the surrounding environment.(HS-LS1-7) Identify that cells release energy from food so the organism can use it (cellular respiration). Recognize that cells get energy from food. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Create a model tracking carbon atoms between inorganic and organic molecules in an ecosystem. Explain human impacts on climate based on this model. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Recognize that plants give off oxygen that is used by animals and animals give off carbon dioxide that is used by plants. Recognize that people and animals breathe in the oxygen that plants give off. Recognize that energy is stored in cells. Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell. Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. Identify that cells release energy from food so the organism can use it (cellular respiration). Recognize that cells get energy from food. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Recognize that plants give off oxygen that is used by animals and animals give off carbon dioxide that is used by plants. Recognize that people and animals breathe in the oxygen that plants give off. Recognize that energy is stored in cells. Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell. Lesson 3: Fermentation Connect Class Discussion: Baking Bread Investigate eText: Fermentation Curriculum Standards: Identify the reactants, products, and basic functions of photosynthesis. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. Photosynthesis and cellular respiration (including anaerobic processes) provide most of the energy for life processes. (HSLS2- 3) Identify the reactants, products, and basic functions of photosynthesis. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Living organisms acquire the energy they need for life processes through various metabolic pathways (primarily photosynthesis and cellular respiration). Create a model tracking carbon atoms between inorganic and organic molecules in an ecosystem. Explain human impacts on climate based on this model. Recognize that plants give off oxygen that is used by animals and animals give off carbon dioxide that is used by plants. Recognize that people and animals breathe in the oxygen that plants give off. Recognize that energy is stored in cells. Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell. Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell. Identify the reactants, products, and basic functions of photosynthesis. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Living organisms acquire the energy they need for life processes through various metabolic pathways (primarily photosynthesis and cellular respiration). Recognize that plants give off oxygen that is used by animals and animals give off carbon dioxide that is used by plants. Recognize that people and animals breathe in the oxygen that plants give off. Recognize that energy is stored in cells. Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell. Quick Lab: Rise Up: Case Study Curriculum Standards: Identify the reactants, products, and basic functions of photosynthesis. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. Photosynthesis and cellular respiration (including anaerobic processes) provide most of the energy for life processes. (HSLS2- 3) Identify the reactants, products, and basic functions of photosynthesis. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Living organisms acquire the energy they need for life processes through various metabolic pathways (primarily photosynthesis and cellular respiration). Create a model tracking carbon atoms between inorganic and organic molecules in an ecosystem. Explain human impacts on climate based on this model. Recognize that plants give off oxygen that is used by animals and animals give off carbon dioxide that is used by plants. Recognize that people and animals breathe in the oxygen that plants give off. Recognize that energy is stored in cells. Identify the reactants, products, and basic functions of photosynthesis. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Living organisms acquire the energy they need for life processes through various metabolic pathways (primarily photosynthesis and cellular respiration). Recognize that plants give off oxygen that is used by animals and animals give off carbon dioxide that is used by plants. Recognize that people and animals breathe in the oxygen that plants give off. Recognize that energy is stored in cells. Interactivity: Comparing Cellular Respiration and Fermentation Curriculum Standards: Identify the reactants, products, and basic functions of photosynthesis. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. Photosynthesis and cellular respiration (including anaerobic processes) provide most of the energy for life processes. (HSLS2- 3) Identify the reactants, products, and basic functions of photosynthesis. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Living organisms acquire the energy they need for life processes through various metabolic pathways (primarily photosynthesis and cellular respiration). Create a model tracking carbon atoms between inorganic and organic molecules in an ecosystem. Explain human impacts on climate based on this model. Recognize that plants give off oxygen that is used by animals and animals give off carbon dioxide that is used by plants. Recognize that people and animals breathe in the oxygen that plants give off. Recognize that energy is stored in cells. Identify the reactants, products, and basic functions of photosynthesis. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Living organisms acquire the energy they need for life processes through various metabolic pathways (primarily photosynthesis and cellular respiration). Recognize that plants give off oxygen that is used by animals and animals give off carbon dioxide that is used by plants. Recognize that people and animals breathe in the oxygen that plants give off. Recognize that energy is stored in cells. Spanish Workbook: Fermentation Editable Presentation: Fermentation Synthesize Interactive Video: Fermentation and Exercise Curriculum Standards: Identify the reactants, products, and basic functions of photosynthesis. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. Photosynthesis and cellular respiration (including anaerobic processes) provide most of the energy for life processes. (HSLS2- 3) Identify the reactants, products, and basic functions of photosynthesis. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Living organisms acquire the energy they need for life processes through various metabolic pathways (primarily photosynthesis and cellular respiration). Create a model tracking carbon atoms between inorganic and organic molecules in an ecosystem. Explain human impacts on climate based on this model. Recognize that plants give off oxygen that is used by animals and animals give off carbon dioxide that is used by plants. Recognize that people and animals breathe in the oxygen that plants give off. Recognize that energy is stored in cells. Identify the reactants, products, and basic functions of photosynthesis. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Living organisms acquire the energy they need for life processes through various metabolic pathways (primarily photosynthesis and cellular respiration). Recognize that plants give off oxygen that is used by animals and animals give off carbon dioxide that is used by plants. Recognize that people and animals breathe in the oxygen that plants give off. Recognize that energy is stored in cells. Demonstrate eText: Lesson Review: Fermentation Curriculum Standards: Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell. Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell. Quiz Review: Fermentation Curriculum Standards: Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell. Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell. Editable Quiz: Fermentation Curriculum Standards: Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell. Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell. Quiz: Fermentation Curriculum Standards: Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell. Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell. Chapter Close: Cellular Respiration eText: Case Study Wrap-Up: Can San Francisco Sourdough Be Copied? Curriculum Standards: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Career Video: Baker eText: Chapter 10 Study Guide Curriculum Standards: Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Recognize possible changes in an ecosystem (biodiversity) that can result from natural catastrophic events, changes in climate, and human activity. Recognize changes in living things (biodiversity) that can result from natural catastrophic events and human activity. Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Identify the major parts of plant and animal cells, including the cell membrane, nucleus, and cytoplasm, and their basic functions. Identify that food is a source of energy. Identify the reactants, products, and basic functions of photosynthesis. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. Photosynthesis and cellular respiration (including anaerobic processes) provide most of the energy for life processes. (HSLS2- 3) Identify the reactants, products, and basic functions of photosynthesis. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Living organisms acquire the energy they need for life processes through various metabolic pathways (primarily photosynthesis and cellular respiration). Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed resulting in a net transfer of energy. As a result of these chemical reactions, energy is transferred from one system of interacting molecules to another. Cellular respiration is a chemical process in which the bonds of food molecules and oxygen molecules are broken and new compounds are formed that can transport energy to muscles. Cellular respiration also releases the energy needed to maintain body temperature despite ongoing energy transfer to the surrounding environment.(HS-LS1-7) Identify that cells release energy from food so the organism can use it (cellular respiration). Recognize that cells get energy from food. Create a model tracking carbon atoms between inorganic and organic molecules in an ecosystem. Explain human impacts on climate based on this model. Recognize that plants give off oxygen that is used by animals and animals give off carbon dioxide that is used by plants. Recognize that people and animals breathe in the oxygen that plants give off. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Recognize that energy is stored in cells. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Recognize that animals (consumers) eat animals and plants for food. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Research examples that demonstrate the functional variety of proteins and construct an argument based on evidence for the importance of the molecular structure to its function. Plan and carry out a controlled investigation to test predictions about factors, which should cause an effect on the structure and function of a protein. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Chemical reactions in living things follow basic rules of chemistry and are usually regulated by enzymes. Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell. Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell. Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. Explain the interrelated nature of photosynthesis and cellular respiration. Photosynthesis and cellular respiration are important components of the carbon cycle, in which carbon is exchanged among the biosphere, atmosphere, oceans, and geosphere through chemical, physical, geological, and biological processes. (HS-LS2-5) Explain the interrelated nature of photosynthesis and cellular respiration. Create a model of photosynthesis demonstrating the net flow of matter and energy into a cell. Use the model to explain energy transfer from light energy into stored chemical energy in the product. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity. Create a computational simulation to illustrate the relationships among management of natural resources, the sustainability of human populations, and biodiversity. The sustainability of human societies and the biodiversity that supports them requires responsible management of natural resources. (HS-ESS3-3) All living things are composed of four basic categories of macromolecules and share the same basic needs for life. Identify that carbohydrates, fats, proteins, and nucleic acids (macromolecules) are important for human organisms. Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Recognize possible changes in an ecosystem (biodiversity) that can result from natural catastrophic events, changes in climate, and human activity. Recognize changes in living things (biodiversity) that can result from natural catastrophic events and human activity. Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Identify the major parts of plant and animal cells, including the cell membrane, nucleus, and cytoplasm, and their basic functions. Identify that food is a source of energy. Identify the reactants, products, and basic functions of photosynthesis. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Living organisms acquire the energy they need for life processes through various metabolic pathways (primarily photosynthesis and cellular respiration). Identify that cells release energy from food so the organism can use it (cellular respiration). Recognize that cells get energy from food. Recognize that plants give off oxygen that is used by animals and animals give off carbon dioxide that is used by plants. Recognize that people and animals breathe in the oxygen that plants give off. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Recognize that energy is stored in cells. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Recognize that animals (consumers) eat animals and plants for food. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Chemical reactions in living things follow basic rules of chemistry and are usually regulated by enzymes. Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell. Explain the interrelated nature of photosynthesis and cellular respiration. All living things are composed of four basic categories of macromolecules and share the same basic needs for life. Identify that carbohydrates, fats, proteins, and nucleic acids (macromolecules) are important for human organisms. eText: Performance-Based Assessment: Making a Better Bread Curriculum Standards: Identify the reactants, products, and basic functions of photosynthesis. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. Photosynthesis and cellular respiration (including anaerobic processes) provide most of the energy for life processes. (HSLS2- 3) Identify the reactants, products, and basic functions of photosynthesis. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Living organisms acquire the energy they need for life processes through various metabolic pathways (primarily photosynthesis and cellular respiration). Create a model tracking carbon atoms between inorganic and organic molecules in an ecosystem. Explain human impacts on climate based on this model. Recognize that plants give off oxygen that is used by animals and animals give off carbon dioxide that is used by plants. Recognize that people and animals breathe in the oxygen that plants give off. Recognize that energy is stored in cells. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Draw evidence from informational texts to support analysis, reflection, and research. Draw evidence from informational texts to support analysis, reflection, and research. Identify the reactants, products, and basic functions of photosynthesis. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Living organisms acquire the energy they need for life processes through various metabolic pathways (primarily photosynthesis and cellular respiration). Recognize that plants give off oxygen that is used by animals and animals give off carbon dioxide that is used by plants. Recognize that people and animals breathe in the oxygen that plants give off. Recognize that energy is stored in cells. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Draw evidence from informational texts to support analysis, reflection, and research. eText: Chapter 10 Assessment Curriculum Standards: Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Recognize possible changes in an ecosystem (biodiversity) that can result from natural catastrophic events, changes in climate, and human activity. Recognize changes in living things (biodiversity) that can result from natural catastrophic events and human activity. Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Identify the major parts of plant and animal cells, including the cell membrane, nucleus, and cytoplasm, and their basic functions. Identify that food is a source of energy. Identify the reactants, products, and basic functions of photosynthesis. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. Photosynthesis and cellular respiration (including anaerobic processes) provide most of the energy for life processes. (HSLS2- 3) Identify the reactants, products, and basic functions of photosynthesis. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Living organisms acquire the energy they need for life processes through various metabolic pathways (primarily photosynthesis and cellular respiration). Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed resulting in a net transfer of energy. As a result of these chemical reactions, energy is transferred from one system of interacting molecules to another. Cellular respiration is a chemical process in which the bonds of food molecules and oxygen molecules are broken and new compounds are formed that can transport energy to muscles. Cellular respiration also releases the energy needed to maintain body temperature despite ongoing energy transfer to the surrounding environment.(HS-LS1-7) Identify that cells release energy from food so the organism can use it (cellular respiration). Recognize that cells get energy from food. Create a model tracking carbon atoms between inorganic and organic molecules in an ecosystem. Explain human impacts on climate based on this model. Recognize that plants give off oxygen that is used by animals and animals give off carbon dioxide that is used by plants. Recognize that people and animals breathe in the oxygen that plants give off. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Recognize that energy is stored in cells. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Recognize that animals (consumers) eat animals and plants for food. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Research examples that demonstrate the functional variety of proteins and construct an argument based on evidence for the importance of the molecular structure to its function. Plan and carry out a controlled investigation to test predictions about factors, which should cause an effect on the structure and function of a protein. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Chemical reactions in living things follow basic rules of chemistry and are usually regulated by enzymes. Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell. Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell. Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. Explain the interrelated nature of photosynthesis and cellular respiration. Photosynthesis and cellular respiration are important components of the carbon cycle, in which carbon is exchanged among the biosphere, atmosphere, oceans, and geosphere through chemical, physical, geological, and biological processes. (HS-LS2-5) Explain the interrelated nature of photosynthesis and cellular respiration. Create a model of photosynthesis demonstrating the net flow of matter and energy into a cell. Use the model to explain energy transfer from light energy into stored chemical energy in the product. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity. Create a computational simulation to illustrate the relationships among management of natural resources, the sustainability of human populations, and biodiversity. The sustainability of human societies and the biodiversity that supports them requires responsible management of natural resources. (HS-ESS3-3) All living things are composed of four basic categories of macromolecules and share the same basic needs for life. Identify that carbohydrates, fats, proteins, and nucleic acids (macromolecules) are important for human organisms. Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Recognize possible changes in an ecosystem (biodiversity) that can result from natural catastrophic events, changes in climate, and human activity. Recognize changes in living things (biodiversity) that can result from natural catastrophic events and human activity. Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Identify the major parts of plant and animal cells, including the cell membrane, nucleus, and cytoplasm, and their basic functions. Identify that food is a source of energy. Identify the reactants, products, and basic functions of photosynthesis. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Living organisms acquire the energy they need for life processes through various metabolic pathways (primarily photosynthesis and cellular respiration). Identify that cells release energy from food so the organism can use it (cellular respiration). Recognize that cells get energy from food. Recognize that plants give off oxygen that is used by animals and animals give off carbon dioxide that is used by plants. Recognize that people and animals breathe in the oxygen that plants give off. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Recognize that energy is stored in cells. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Recognize that animals (consumers) eat animals and plants for food. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Chemical reactions in living things follow basic rules of chemistry and are usually regulated by enzymes. Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell. Explain the interrelated nature of photosynthesis and cellular respiration. All living things are composed of four basic categories of macromolecules and share the same basic needs for life. Identify that carbohydrates, fats, proteins, and nucleic acids (macromolecules) are important for human organisms. Test Review: Cellular Respiration Curriculum Standards: Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Recognize possible changes in an ecosystem (biodiversity) that can result from natural catastrophic events, changes in climate, and human activity. Recognize changes in living things (biodiversity) that can result from natural catastrophic events and human activity. Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Identify the major parts of plant and animal cells, including the cell membrane, nucleus, and cytoplasm, and their basic functions. Identify that food is a source of energy. Identify the reactants, products, and basic functions of photosynthesis. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. Photosynthesis and cellular respiration (including anaerobic processes) provide most of the energy for life processes. (HSLS2- 3) Identify the reactants, products, and basic functions of photosynthesis. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Living organisms acquire the energy they need for life processes through various metabolic pathways (primarily photosynthesis and cellular respiration). Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed resulting in a net transfer of energy. As a result of these chemical reactions, energy is transferred from one system of interacting molecules to another. Cellular respiration is a chemical process in which the bonds of food molecules and oxygen molecules are broken and new compounds are formed that can transport energy to muscles. Cellular respiration also releases the energy needed to maintain body temperature despite ongoing energy transfer to the surrounding environment.(HS-LS1-7) Identify that cells release energy from food so the organism can use it (cellular respiration). Recognize that cells get energy from food. Create a model tracking carbon atoms between inorganic and organic molecules in an ecosystem. Explain human impacts on climate based on this model. Recognize that plants give off oxygen that is used by animals and animals give off carbon dioxide that is used by plants. Recognize that people and animals breathe in the oxygen that plants give off. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Recognize that energy is stored in cells. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Recognize that animals (consumers) eat animals and plants for food. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Research examples that demonstrate the functional variety of proteins and construct an argument based on evidence for the importance of the molecular structure to its function. Plan and carry out a controlled investigation to test predictions about factors, which should cause an effect on the structure and function of a protein. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Chemical reactions in living things follow basic rules of chemistry and are usually regulated by enzymes. Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell. Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell. Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. Explain the interrelated nature of photosynthesis and cellular respiration. Photosynthesis and cellular respiration are important components of the carbon cycle, in which carbon is exchanged among the biosphere, atmosphere, oceans, and geosphere through chemical, physical, geological, and biological processes. (HS-LS2-5) Explain the interrelated nature of photosynthesis and cellular respiration. Create a model of photosynthesis demonstrating the net flow of matter and energy into a cell. Use the model to explain energy transfer from light energy into stored chemical energy in the product. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity. Create a computational simulation to illustrate the relationships among management of natural resources, the sustainability of human populations, and biodiversity. The sustainability of human societies and the biodiversity that supports them requires responsible management of natural resources. (HS-ESS3-3) All living things are composed of four basic categories of macromolecules and share the same basic needs for life. Identify that carbohydrates, fats, proteins, and nucleic acids (macromolecules) are important for human organisms. Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Recognize possible changes in an ecosystem (biodiversity) that can result from natural catastrophic events, changes in climate, and human activity. Recognize changes in living things (biodiversity) that can result from natural catastrophic events and human activity. Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Identify the major parts of plant and animal cells, including the cell membrane, nucleus, and cytoplasm, and their basic functions. Identify that food is a source of energy. Identify the reactants, products, and basic functions of photosynthesis. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Living organisms acquire the energy they need for life processes through various metabolic pathways (primarily photosynthesis and cellular respiration). Identify that cells release energy from food so the organism can use it (cellular respiration). Recognize that cells get energy from food. Recognize that plants give off oxygen that is used by animals and animals give off carbon dioxide that is used by plants. Recognize that people and animals breathe in the oxygen that plants give off. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Recognize that energy is stored in cells. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Recognize that animals (consumers) eat animals and plants for food. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Chemical reactions in living things follow basic rules of chemistry and are usually regulated by enzymes. Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell. Explain the interrelated nature of photosynthesis and cellular respiration. All living things are composed of four basic categories of macromolecules and share the same basic needs for life. Identify that carbohydrates, fats, proteins, and nucleic acids (macromolecules) are important for human organisms. Editable Test: Cellular Respiration Curriculum Standards: Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Recognize possible changes in an ecosystem (biodiversity) that can result from natural catastrophic events, changes in climate, and human activity. Recognize changes in living things (biodiversity) that can result from natural catastrophic events and human activity. Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Identify the major parts of plant and animal cells, including the cell membrane, nucleus, and cytoplasm, and their basic functions. Identify that food is a source of energy. Identify the reactants, products, and basic functions of photosynthesis. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. Photosynthesis and cellular respiration (including anaerobic processes) provide most of the energy for life processes. (HSLS2- 3) Identify the reactants, products, and basic functions of photosynthesis. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Living organisms acquire the energy they need for life processes through various metabolic pathways (primarily photosynthesis and cellular respiration). Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed resulting in a net transfer of energy. As a result of these chemical reactions, energy is transferred from one system of interacting molecules to another. Cellular respiration is a chemical process in which the bonds of food molecules and oxygen molecules are broken and new compounds are formed that can transport energy to muscles. Cellular respiration also releases the energy needed to maintain body temperature despite ongoing energy transfer to the surrounding environment.(HS-LS1-7) Identify that cells release energy from food so the organism can use it (cellular respiration). Recognize that cells get energy from food. Create a model tracking carbon atoms between inorganic and organic molecules in an ecosystem. Explain human impacts on climate based on this model. Recognize that plants give off oxygen that is used by animals and animals give off carbon dioxide that is used by plants. Recognize that people and animals breathe in the oxygen that plants give off. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Recognize that energy is stored in cells. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Recognize that animals (consumers) eat animals and plants for food. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Research examples that demonstrate the functional variety of proteins and construct an argument based on evidence for the importance of the molecular structure to its function. Plan and carry out a controlled investigation to test predictions about factors, which should cause an effect on the structure and function of a protein. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Chemical reactions in living things follow basic rules of chemistry and are usually regulated by enzymes. Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell. Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell. Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. Explain the interrelated nature of photosynthesis and cellular respiration. Photosynthesis and cellular respiration are important components of the carbon cycle, in which carbon is exchanged among the biosphere, atmosphere, oceans, and geosphere through chemical, physical, geological, and biological processes. (HS-LS2-5) Explain the interrelated nature of photosynthesis and cellular respiration. Create a model of photosynthesis demonstrating the net flow of matter and energy into a cell. Use the model to explain energy transfer from light energy into stored chemical energy in the product. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity. Create a computational simulation to illustrate the relationships among management of natural resources, the sustainability of human populations, and biodiversity. The sustainability of human societies and the biodiversity that supports them requires responsible management of natural resources. (HS-ESS3-3) All living things are composed of four basic categories of macromolecules and share the same basic needs for life. Identify that carbohydrates, fats, proteins, and nucleic acids (macromolecules) are important for human organisms. Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Recognize possible changes in an ecosystem (biodiversity) that can result from natural catastrophic events, changes in climate, and human activity. Recognize changes in living things (biodiversity) that can result from natural catastrophic events and human activity. Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Identify the major parts of plant and animal cells, including the cell membrane, nucleus, and cytoplasm, and their basic functions. Identify that food is a source of energy. Identify the reactants, products, and basic functions of photosynthesis. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Living organisms acquire the energy they need for life processes through various metabolic pathways (primarily photosynthesis and cellular respiration). Identify that cells release energy from food so the organism can use it (cellular respiration). Recognize that cells get energy from food. Recognize that plants give off oxygen that is used by animals and animals give off carbon dioxide that is used by plants. Recognize that people and animals breathe in the oxygen that plants give off. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Recognize that energy is stored in cells. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Recognize that animals (consumers) eat animals and plants for food. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Chemical reactions in living things follow basic rules of chemistry and are usually regulated by enzymes. Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell. Explain the interrelated nature of photosynthesis and cellular respiration. All living things are composed of four basic categories of macromolecules and share the same basic needs for life. Identify that carbohydrates, fats, proteins, and nucleic acids (macromolecules) are important for human organisms. Test: Cellular Respiration Curriculum Standards: Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Recognize possible changes in an ecosystem (biodiversity) that can result from natural catastrophic events, changes in climate, and human activity. Recognize changes in living things (biodiversity) that can result from natural catastrophic events and human activity. Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Identify the major parts of plant and animal cells, including the cell membrane, nucleus, and cytoplasm, and their basic functions. Identify that food is a source of energy. Identify the reactants, products, and basic functions of photosynthesis. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. Photosynthesis and cellular respiration (including anaerobic processes) provide most of the energy for life processes. (HSLS2- 3) Identify the reactants, products, and basic functions of photosynthesis. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Living organisms acquire the energy they need for life processes through various metabolic pathways (primarily photosynthesis and cellular respiration). Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed resulting in a net transfer of energy. As a result of these chemical reactions, energy is transferred from one system of interacting molecules to another. Cellular respiration is a chemical process in which the bonds of food molecules and oxygen molecules are broken and new compounds are formed that can transport energy to muscles. Cellular respiration also releases the energy needed to maintain body temperature despite ongoing energy transfer to the surrounding environment.(HS-LS1-7) Identify that cells release energy from food so the organism can use it (cellular respiration). Recognize that cells get energy from food. Create a model tracking carbon atoms between inorganic and organic molecules in an ecosystem. Explain human impacts on climate based on this model. Recognize that plants give off oxygen that is used by animals and animals give off carbon dioxide that is used by plants. Recognize that people and animals breathe in the oxygen that plants give off. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Recognize that energy is stored in cells. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Recognize that animals (consumers) eat animals and plants for food. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Research examples that demonstrate the functional variety of proteins and construct an argument based on evidence for the importance of the molecular structure to its function. Plan and carry out a controlled investigation to test predictions about factors, which should cause an effect on the structure and function of a protein. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Chemical reactions in living things follow basic rules of chemistry and are usually regulated by enzymes. Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell. Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell. Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. Explain the interrelated nature of photosynthesis and cellular respiration. Photosynthesis and cellular respiration are important components of the carbon cycle, in which carbon is exchanged among the biosphere, atmosphere, oceans, and geosphere through chemical, physical, geological, and biological processes. (HS-LS2-5) Explain the interrelated nature of photosynthesis and cellular respiration. Create a model of photosynthesis demonstrating the net flow of matter and energy into a cell. Use the model to explain energy transfer from light energy into stored chemical energy in the product. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity. Create a computational simulation to illustrate the relationships among management of natural resources, the sustainability of human populations, and biodiversity. The sustainability of human societies and the biodiversity that supports them requires responsible management of natural resources. (HS-ESS3-3) All living things are composed of four basic categories of macromolecules and share the same basic needs for life. Identify that carbohydrates, fats, proteins, and nucleic acids (macromolecules) are important for human organisms. Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Recognize possible changes in an ecosystem (biodiversity) that can result from natural catastrophic events, changes in climate, and human activity. Recognize changes in living things (biodiversity) that can result from natural catastrophic events and human activity. Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Identify the major parts of plant and animal cells, including the cell membrane, nucleus, and cytoplasm, and their basic functions. Identify that food is a source of energy. Identify the reactants, products, and basic functions of photosynthesis. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Living organisms acquire the energy they need for life processes through various metabolic pathways (primarily photosynthesis and cellular respiration). Identify that cells release energy from food so the organism can use it (cellular respiration). Recognize that cells get energy from food. Recognize that plants give off oxygen that is used by animals and animals give off carbon dioxide that is used by plants. Recognize that people and animals breathe in the oxygen that plants give off. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Recognize that energy is stored in cells. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Recognize that animals (consumers) eat animals and plants for food. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Chemical reactions in living things follow basic rules of chemistry and are usually regulated by enzymes. Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell. Explain the interrelated nature of photosynthesis and cellular respiration. All living things are composed of four basic categories of macromolecules and share the same basic needs for life. Identify that carbohydrates, fats, proteins, and nucleic acids (macromolecules) are important for human organisms. eText: FL End-of-Course Test Practice: Cellular Respiration Curriculum Standards: Identify that food is a source of energy. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Create a model tracking carbon atoms between inorganic and organic molecules in an ecosystem. Explain human impacts on climate based on this model. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Recognize that plants give off oxygen that is used by animals and animals give off carbon dioxide that is used by plants. Recognize that people and animals breathe in the oxygen that plants give off. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Recognize that energy is stored in cells. Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell. Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. Explain the interrelated nature of photosynthesis and cellular respiration. Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. Photosynthesis and cellular respiration are important components of the carbon cycle, in which carbon is exchanged among the biosphere, atmosphere, oceans, and geosphere through chemical, physical, geological, and biological processes. (HS-LS2-5) Explain the interrelated nature of photosynthesis and cellular respiration. Living organisms acquire the energy they need for life processes through various metabolic pathways (primarily photosynthesis and cellular respiration). Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed resulting in a net transfer of energy. Create a model of aerobic respiration demonstrating flow of matter and energy out of a cell. Use the model to explain energy transfer mechanisms. Compare aerobic respiration to alternative processes of glucose metabolism. Identify that food is a source of energy. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Recognize that plants give off oxygen that is used by animals and animals give off carbon dioxide that is used by plants. Recognize that people and animals breathe in the oxygen that plants give off. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Recognize that energy is stored in cells. Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell. Explain the interrelated nature of photosynthesis and cellular respiration. Living organisms acquire the energy they need for life processes through various metabolic pathways (primarily photosynthesis and cellular respiration). Editable FL EOC Test: Cellular Respiration Curriculum Standards: Identify that food is a source of energy. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Create a model tracking carbon atoms between inorganic and organic molecules in an ecosystem. Explain human impacts on climate based on this model. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Recognize that plants give off oxygen that is used by animals and animals give off carbon dioxide that is used by plants. Recognize that people and animals breathe in the oxygen that plants give off. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Recognize that energy is stored in cells. Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell. Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. Explain the interrelated nature of photosynthesis and cellular respiration. Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. Photosynthesis and cellular respiration are important components of the carbon cycle, in which carbon is exchanged among the biosphere, atmosphere, oceans, and geosphere through chemical, physical, geological, and biological processes. (HS-LS2-5) Explain the interrelated nature of photosynthesis and cellular respiration. Living organisms acquire the energy they need for life processes through various metabolic pathways (primarily photosynthesis and cellular respiration). Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed resulting in a net transfer of energy. Create a model of aerobic respiration demonstrating flow of matter and energy out of a cell. Use the model to explain energy transfer mechanisms. Compare aerobic respiration to alternative processes of glucose metabolism. Identify that food is a source of energy. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Recognize that plants give off oxygen that is used by animals and animals give off carbon dioxide that is used by plants. Recognize that people and animals breathe in the oxygen that plants give off. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Recognize that energy is stored in cells. Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell. Explain the interrelated nature of photosynthesis and cellular respiration. Living organisms acquire the energy they need for life processes through various metabolic pathways (primarily photosynthesis and cellular respiration). FL End-of-Course Test Practice: Cellular Respiration Curriculum Standards: Identify that food is a source of energy. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Create a model tracking carbon atoms between inorganic and organic molecules in an ecosystem. Explain human impacts on climate based on this model. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Recognize that plants give off oxygen that is used by animals and animals give off carbon dioxide that is used by plants. Recognize that people and animals breathe in the oxygen that plants give off. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Recognize that energy is stored in cells. Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell. Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. Explain the interrelated nature of photosynthesis and cellular respiration. Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. Photosynthesis and cellular respiration are important components of the carbon cycle, in which carbon is exchanged among the biosphere, atmosphere, oceans, and geosphere through chemical, physical, geological, and biological processes. (HS-LS2-5) Explain the interrelated nature of photosynthesis and cellular respiration. Living organisms acquire the energy they need for life processes through various metabolic pathways (primarily photosynthesis and cellular respiration). Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed resulting in a net transfer of energy. Create a model of aerobic respiration demonstrating flow of matter and energy out of a cell. Use the model to explain energy transfer mechanisms. Compare aerobic respiration to alternative processes of glucose metabolism. Identify that food is a source of energy. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Recognize that plants give off oxygen that is used by animals and animals give off carbon dioxide that is used by plants. Recognize that people and animals breathe in the oxygen that plants give off. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Recognize that energy is stored in cells. Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell. Explain the interrelated nature of photosynthesis and cellular respiration. Living organisms acquire the energy they need for life processes through various metabolic pathways (primarily photosynthesis and cellular respiration). Enrichment: Cellular Respiration Enrichment: Cellular Respiration and Energy STEM Activity Chapter 11: Cell Growth and Division Chapter Opener: Cell Growth and Division eText: Cell Growth and Division Curriculum Standards: Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Create a model for the major events of the eukaryotic cell cycle, including mitosis. Compare and contrast the rates of cell division in various eukaryotic cell types in multicellular organisms. In multicellular organisms, individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. (HS-LS1-4) Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Recognize that cells reproduce by dividing. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Obtain, evaluate, and communicate information on how molecular biotechnology may be used in a variety of fields. Identify ways that biotechnology has impacted society and the environment, such as the development of new medicines and farming techniques. Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Recognize that cancer may result when cells change or grow too fast. Analyze scientific and ethical arguments to support the pros and cons of application of a specific biotechnology technique such as stem cell usage, in vitro fertilization, or genetically modified organisms. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). Model chromosome progression through meiosis and fertilization in order to argue how the processes of sexual reproduction lead to both genetic similarities and variation in diploid organisms. Compare and contrast the processes of sexual and asexual reproduction, identifying the advantages and disadvantages of each. Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. Draw evidence from informational texts to support analysis, reflection, and research. Draw evidence from informational texts to support analysis, reflection, and research. By the end of grade 10, read and comprehend science/technical texts in the grades 9???10 text complexity band independently and proficiently. By the end of grade 10, read and comprehend science/technical texts in the grades 9-10 text complexity band independently and proficiently. Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words. Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words. Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Recognize that cells reproduce by dividing. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Identify ways that biotechnology has impacted society and the environment, such as the development of new medicines and farming techniques. Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Recognize that cancer may result when cells change or grow too fast. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. Draw evidence from informational texts to support analysis, reflection, and research. By the end of grade 10, read and comprehend science/technical texts in the grades 9_?_10 text complexity band independently and proficiently. Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words. Biology Foundations: Cell Growth and Division Curriculum Standards: Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Create a model for the major events of the eukaryotic cell cycle, including mitosis. Compare and contrast the rates of cell division in various eukaryotic cell types in multicellular organisms. In multicellular organisms, individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. (HS-LS1-4) Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Recognize that cells reproduce by dividing. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Obtain, evaluate, and communicate information on how molecular biotechnology may be used in a variety of fields. Identify ways that biotechnology has impacted society and the environment, such as the development of new medicines and farming techniques. Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Recognize that cancer may result when cells change or grow too fast. Analyze scientific and ethical arguments to support the pros and cons of application of a specific biotechnology technique such as stem cell usage, in vitro fertilization, or genetically modified organisms. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). Model chromosome progression through meiosis and fertilization in order to argue how the processes of sexual reproduction lead to both genetic similarities and variation in diploid organisms. Compare and contrast the processes of sexual and asexual reproduction, identifying the advantages and disadvantages of each. Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. Draw evidence from informational texts to support analysis, reflection, and research. Draw evidence from informational texts to support analysis, reflection, and research. By the end of grade 10, read and comprehend science/technical texts in the grades 9???10 text complexity band independently and proficiently. By the end of grade 10, read and comprehend science/technical texts in the grades 9-10 text complexity band independently and proficiently. Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words. Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words. Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Recognize that cells reproduce by dividing. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Identify ways that biotechnology has impacted society and the environment, such as the development of new medicines and farming techniques. Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Recognize that cancer may result when cells change or grow too fast. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. Draw evidence from informational texts to support analysis, reflection, and research. By the end of grade 10, read and comprehend science/technical texts in the grades 9_?_10 text complexity band independently and proficiently. Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words. Lesson 1: Cell Growth, Division, and Reproduction Connect Inquiry Warm-Up Lab: What Limits the Sizes of Cells? Investigate eText: Cell Growth, Division, and Reproduction Curriculum Standards: Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Create a model for the major events of the eukaryotic cell cycle, including mitosis. Compare and contrast the rates of cell division in various eukaryotic cell types in multicellular organisms. In multicellular organisms, individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. (HS-LS1-4) Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Recognize that cells reproduce by dividing. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). Model chromosome progression through meiosis and fertilization in order to argue how the processes of sexual reproduction lead to both genetic similarities and variation in diploid organisms. Compare and contrast the processes of sexual and asexual reproduction, identifying the advantages and disadvantages of each. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Recognize that cells reproduce by dividing. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). Interactivity: Limits to Cell Size Curriculum Standards: Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. In multicellular organisms, individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. (HS-LS1-4) Spanish Workbook: Cell Growth, Division, and Reproduction Editable Presentation: Cell Growth, Division, and Reproduction Synthesize PBL Interactivity: Optimizing Algal Growth Curriculum Standards: Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. In multicellular organisms, individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. (HS-LS1-4) PBL Interactivity Worksheet: Optimizing Algal Growth Demonstrate eText: Lesson Review: Cell Growth, Division, and Reproduction Curriculum Standards: Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Create a model for the major events of the eukaryotic cell cycle, including mitosis. Compare and contrast the rates of cell division in various eukaryotic cell types in multicellular organisms. In multicellular organisms, individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. (HS-LS1-4) Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Recognize that cells reproduce by dividing. Describe how mutation and genetic recombination increase genetic variation. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Model chromosome progression through meiosis and fertilization in order to argue how the processes of sexual reproduction lead to both genetic similarities and variation in diploid organisms. Compare and contrast the processes of sexual and asexual reproduction, identifying the advantages and disadvantages of each. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment's limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. (HS-LS4-2) Describe how mutation and genetic recombination increase genetic variation. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Genetic information is passed from generation to generation by DNA in all organisms and accounts for similarities in related individuals. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. Recognize that characteristics of the offspring of living things are sometimes different from their parents. Recognize characteristics (traits) that offspring inherit from parents. Recognize similar characteristics (traits) between a child and parents, such as hair, eye, and skin color, or height. Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Recognize that cells reproduce by dividing. Describe how mutation and genetic recombination increase genetic variation. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Genetic information is passed from generation to generation by DNA in all organisms and accounts for similarities in related individuals. Recognize that characteristics of the offspring of living things are sometimes different from their parents. Recognize characteristics (traits) that offspring inherit from parents. Recognize similar characteristics (traits) between a child and parents, such as hair, eye, and skin color, or height. Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). Quiz Review: Cell Growth, Division, and Reproduction Curriculum Standards: Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Create a model for the major events of the eukaryotic cell cycle, including mitosis. Compare and contrast the rates of cell division in various eukaryotic cell types in multicellular organisms. In multicellular organisms, individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. (HS-LS1-4) Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Recognize that cells reproduce by dividing. Describe how mutation and genetic recombination increase genetic variation. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Model chromosome progression through meiosis and fertilization in order to argue how the processes of sexual reproduction lead to both genetic similarities and variation in diploid organisms. Compare and contrast the processes of sexual and asexual reproduction, identifying the advantages and disadvantages of each. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment's limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. (HS-LS4-2) Describe how mutation and genetic recombination increase genetic variation. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Genetic information is passed from generation to generation by DNA in all organisms and accounts for similarities in related individuals. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. Recognize that characteristics of the offspring of living things are sometimes different from their parents. Recognize characteristics (traits) that offspring inherit from parents. Recognize similar characteristics (traits) between a child and parents, such as hair, eye, and skin color, or height. Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Recognize that cells reproduce by dividing. Describe how mutation and genetic recombination increase genetic variation. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Genetic information is passed from generation to generation by DNA in all organisms and accounts for similarities in related individuals. Recognize that characteristics of the offspring of living things are sometimes different from their parents. Recognize characteristics (traits) that offspring inherit from parents. Recognize similar characteristics (traits) between a child and parents, such as hair, eye, and skin color, or height. Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). Editable Quiz: Cell Growth, Division, and Reproduction Curriculum Standards: Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Create a model for the major events of the eukaryotic cell cycle, including mitosis. Compare and contrast the rates of cell division in various eukaryotic cell types in multicellular organisms. In multicellular organisms, individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. (HS-LS1-4) Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Recognize that cells reproduce by dividing. Describe how mutation and genetic recombination increase genetic variation. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Model chromosome progression through meiosis and fertilization in order to argue how the processes of sexual reproduction lead to both genetic similarities and variation in diploid organisms. Compare and contrast the processes of sexual and asexual reproduction, identifying the advantages and disadvantages of each. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment's limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. (HS-LS4-2) Describe how mutation and genetic recombination increase genetic variation. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Genetic information is passed from generation to generation by DNA in all organisms and accounts for similarities in related individuals. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. Recognize that characteristics of the offspring of living things are sometimes different from their parents. Recognize characteristics (traits) that offspring inherit from parents. Recognize similar characteristics (traits) between a child and parents, such as hair, eye, and skin color, or height. Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Recognize that cells reproduce by dividing. Describe how mutation and genetic recombination increase genetic variation. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Genetic information is passed from generation to generation by DNA in all organisms and accounts for similarities in related individuals. Recognize that characteristics of the offspring of living things are sometimes different from their parents. Recognize characteristics (traits) that offspring inherit from parents. Recognize similar characteristics (traits) between a child and parents, such as hair, eye, and skin color, or height. Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). Quiz: Cell Growth, Division, and Reproduction Curriculum Standards: Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Create a model for the major events of the eukaryotic cell cycle, including mitosis. Compare and contrast the rates of cell division in various eukaryotic cell types in multicellular organisms. In multicellular organisms, individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. (HS-LS1-4) Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Recognize that cells reproduce by dividing. Describe how mutation and genetic recombination increase genetic variation. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Model chromosome progression through meiosis and fertilization in order to argue how the processes of sexual reproduction lead to both genetic similarities and variation in diploid organisms. Compare and contrast the processes of sexual and asexual reproduction, identifying the advantages and disadvantages of each. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment's limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. (HS-LS4-2) Describe how mutation and genetic recombination increase genetic variation. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Genetic information is passed from generation to generation by DNA in all organisms and accounts for similarities in related individuals. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. Recognize that characteristics of the offspring of living things are sometimes different from their parents. Recognize characteristics (traits) that offspring inherit from parents. Recognize similar characteristics (traits) between a child and parents, such as hair, eye, and skin color, or height. Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Recognize that cells reproduce by dividing. Describe how mutation and genetic recombination increase genetic variation. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Genetic information is passed from generation to generation by DNA in all organisms and accounts for similarities in related individuals. Recognize that characteristics of the offspring of living things are sometimes different from their parents. Recognize characteristics (traits) that offspring inherit from parents. Recognize similar characteristics (traits) between a child and parents, such as hair, eye, and skin color, or height. Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). Lesson 2: The Process of Cell Division Connect Class Discussion: The Cell Cycle Curriculum Standards: Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Create a model for the major events of the eukaryotic cell cycle, including mitosis. Compare and contrast the rates of cell division in various eukaryotic cell types in multicellular organisms. In multicellular organisms, individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. (HS-LS1-4) Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Recognize that cells reproduce by dividing. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). Model chromosome progression through meiosis and fertilization in order to argue how the processes of sexual reproduction lead to both genetic similarities and variation in diploid organisms. Compare and contrast the processes of sexual and asexual reproduction, identifying the advantages and disadvantages of each. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Recognize that cells reproduce by dividing. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). Investigate eText: The Process of Cell Division Curriculum Standards: Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Create a model for the major events of the eukaryotic cell cycle, including mitosis. Compare and contrast the rates of cell division in various eukaryotic cell types in multicellular organisms. In multicellular organisms, individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. (HS-LS1-4) Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Recognize that cells reproduce by dividing. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). Model chromosome progression through meiosis and fertilization in order to argue how the processes of sexual reproduction lead to both genetic similarities and variation in diploid organisms. Compare and contrast the processes of sexual and asexual reproduction, identifying the advantages and disadvantages of each. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Recognize that cells reproduce by dividing. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). Quick Lab: Make a Model of Mitosis Curriculum Standards: Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Create a model for the major events of the eukaryotic cell cycle, including mitosis. Compare and contrast the rates of cell division in various eukaryotic cell types in multicellular organisms. In multicellular organisms, individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. (HS-LS1-4) Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Recognize that cells reproduce by dividing. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). Model chromosome progression through meiosis and fertilization in order to argue how the processes of sexual reproduction lead to both genetic similarities and variation in diploid organisms. Compare and contrast the processes of sexual and asexual reproduction, identifying the advantages and disadvantages of each. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Recognize that cells reproduce by dividing. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). Interactivity: Exploring Mitosis Curriculum Standards: Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Create a model for the major events of the eukaryotic cell cycle, including mitosis. Compare and contrast the rates of cell division in various eukaryotic cell types in multicellular organisms. In multicellular organisms, individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. (HS-LS1-4) Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Recognize that cells reproduce by dividing. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Recognize that cells reproduce by dividing. Spanish Workbook: The Process of Cell Division Editable Presentation: The Process of Cell Division Synthesize Simulation: Exploring the Cell Cycle Curriculum Standards: Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Create a model for the major events of the eukaryotic cell cycle, including mitosis. Compare and contrast the rates of cell division in various eukaryotic cell types in multicellular organisms. In multicellular organisms, individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. (HS-LS1-4) Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Recognize that cells reproduce by dividing. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Recognize that cells reproduce by dividing. Demonstrate eText: Lesson Review: The Process of Cell Division Curriculum Standards: Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Create a model for the major events of the eukaryotic cell cycle, including mitosis. Compare and contrast the rates of cell division in various eukaryotic cell types in multicellular organisms. In multicellular organisms, individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. (HS-LS1-4) Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Recognize that cells reproduce by dividing. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 7. Pose answers, explanations, or descriptions of events, Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 7. Pose answers, explanations, or descriptions of events, Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Recognize that cells reproduce by dividing. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 7. Pose answers, explanations, or descriptions of events, Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). Quiz Review: The Process of Cell Division Curriculum Standards: Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Create a model for the major events of the eukaryotic cell cycle, including mitosis. Compare and contrast the rates of cell division in various eukaryotic cell types in multicellular organisms. In multicellular organisms, individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. (HS-LS1-4) Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Recognize that cells reproduce by dividing. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 7. Pose answers, explanations, or descriptions of events, Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 7. Pose answers, explanations, or descriptions of events, Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Recognize that cells reproduce by dividing. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 7. Pose answers, explanations, or descriptions of events, Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). Editable Quiz: The Process of Cell Division Curriculum Standards: Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Create a model for the major events of the eukaryotic cell cycle, including mitosis. Compare and contrast the rates of cell division in various eukaryotic cell types in multicellular organisms. In multicellular organisms, individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. (HS-LS1-4) Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Recognize that cells reproduce by dividing. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 7. Pose answers, explanations, or descriptions of events, Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 7. Pose answers, explanations, or descriptions of events, Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Recognize that cells reproduce by dividing. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 7. Pose answers, explanations, or descriptions of events, Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). Quiz: The Process of Cell Division Curriculum Standards: Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Create a model for the major events of the eukaryotic cell cycle, including mitosis. Compare and contrast the rates of cell division in various eukaryotic cell types in multicellular organisms. In multicellular organisms, individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. (HS-LS1-4) Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Recognize that cells reproduce by dividing. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 7. Pose answers, explanations, or descriptions of events, Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 7. Pose answers, explanations, or descriptions of events, Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Recognize that cells reproduce by dividing. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 7. Pose answers, explanations, or descriptions of events, Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). Lesson 3: Regulating the Cell Cycle Connect Class Discussion: Knowing When to Stop Curriculum Standards: Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. In multicellular organisms, individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. (HS-LS1-4) Investigate eText: Regulating the Cell Cycle Curriculum Standards: Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Recognize that cancer may result when cells change or grow too fast. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Identify that cancer can result when cells change or grow uncontrollably. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Recognize that cancer may result when cells change or grow too fast. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Identify that cancer can result when cells change or grow uncontrollably. Analyzing Data: The Rise and Fall of Cyclins Curriculum Standards: Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. Identify that cancer can result when cells change or grow uncontrollably. Identify that cancer can result when cells change or grow uncontrollably. Interactivity: Regulating Cell Growth Curriculum Standards: Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Recognize that cancer may result when cells change or grow too fast. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Recognize that cancer may result when cells change or grow too fast. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Spanish Workbook: Regulating the Cell Cycle Editable Presentation: Regulating the Cell Cycle Synthesize Science Skills Activity: Investigating Cell Regulation Curriculum Standards: Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. In multicellular organisms, individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. (HS-LS1-4) Science Skills Worksheet: Investigating Cell Regulation Demonstrate eText: Lesson Review: Regulating the Cell Cycle Curriculum Standards: Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Obtain, evaluate, and communicate information on how molecular biotechnology may be used in a variety of fields. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Identify ways that biotechnology has impacted society and the environment, such as the development of new medicines and farming techniques. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Recognize that cancer may result when cells change or grow too fast. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Identify ways that biotechnology has impacted society and the environment, such as the development of new medicines and farming techniques. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Recognize that cancer may result when cells change or grow too fast. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Quiz Review: Regulating the Cell Cycle Curriculum Standards: Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Obtain, evaluate, and communicate information on how molecular biotechnology may be used in a variety of fields. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Identify ways that biotechnology has impacted society and the environment, such as the development of new medicines and farming techniques. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Recognize that cancer may result when cells change or grow too fast. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Identify ways that biotechnology has impacted society and the environment, such as the development of new medicines and farming techniques. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Recognize that cancer may result when cells change or grow too fast. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Editable Quiz: Regulating the Cell Cycle Curriculum Standards: Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Obtain, evaluate, and communicate information on how molecular biotechnology may be used in a variety of fields. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Identify ways that biotechnology has impacted society and the environment, such as the development of new medicines and farming techniques. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Recognize that cancer may result when cells change or grow too fast. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Identify ways that biotechnology has impacted society and the environment, such as the development of new medicines and farming techniques. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Recognize that cancer may result when cells change or grow too fast. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Quiz: Regulating the Cell Cycle Curriculum Standards: Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Obtain, evaluate, and communicate information on how molecular biotechnology may be used in a variety of fields. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Identify ways that biotechnology has impacted society and the environment, such as the development of new medicines and farming techniques. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Recognize that cancer may result when cells change or grow too fast. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Identify ways that biotechnology has impacted society and the environment, such as the development of new medicines and farming techniques. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Recognize that cancer may result when cells change or grow too fast. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Lesson 4: Cell Differentiation Connect Video: Lab Grown Meat Curriculum Standards: Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Create a model for the major events of the eukaryotic cell cycle, including mitosis. Compare and contrast the rates of cell division in various eukaryotic cell types in multicellular organisms. In multicellular organisms, individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. (HS-LS1-4) Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Recognize that cells reproduce by dividing. Obtain, evaluate, and communicate information on how molecular biotechnology may be used in a variety of fields. Analyze scientific and ethical arguments to support the pros and cons of application of a specific biotechnology technique such as stem cell usage, in vitro fertilization, or genetically modified organisms. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Manipulation of DNA in organisms has led to commercial production of biological molecules on a large scale and genetically modified organisms. Identify ways that biotechnology has impacted society and the environment, such as the development of new medicines and farming techniques. Recognize that new medicines and foods can be developed by science (biotechnology). Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Recognize that cells reproduce by dividing. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Manipulation of DNA in organisms has led to commercial production of biological molecules on a large scale and genetically modified organisms. Identify ways that biotechnology has impacted society and the environment, such as the development of new medicines and farming techniques. Recognize that new medicines and foods can be developed by science (biotechnology). Investigate eText: Cell Differentiation Curriculum Standards: Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Obtain, evaluate, and communicate information on how molecular biotechnology may be used in a variety of fields. Identify ways that biotechnology has impacted society and the environment, such as the development of new medicines and farming techniques. Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. Analyze scientific and ethical arguments to support the pros and cons of application of a specific biotechnology technique such as stem cell usage, in vitro fertilization, or genetically modified organisms. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Identify ways that biotechnology has impacted society and the environment, such as the development of new medicines and farming techniques. Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. Interactivity: Cell Differentiation Curriculum Standards: Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. In multicellular organisms, individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. (HS-LS1-4) Spanish Workbook: Cell Differentiation Editable Presentation: Cell Differentiation Synthesize Interactive Video: Growing New Limbs Curriculum Standards: Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species' characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function. (HS-LS3-1) Model chromosome progression through meiosis and fertilization in order to argue how the processes of sexual reproduction lead to both genetic similarities and variation in diploid organisms. Compare and contrast the processes of sexual and asexual reproduction, identifying the advantages and disadvantages of each. Recognize that changes in the genes of a species can affect the characteristics of their offspring. Recognize that characteristics of the offspring of living things are sometimes different from their parents. Identify that genes are sets of instructions that determine which characteristics are passed from parent to offspring. Recognize characteristics (traits) that offspring inherit from parents. Recognize similar characteristics (traits) between a child and parents, such as hair, eye, and skin color, or height. Recognize that changes in the genes of a species can affect the characteristics of their offspring. Recognize that characteristics of the offspring of living things are sometimes different from their parents. Identify that genes are sets of instructions that determine which characteristics are passed from parent to offspring. Recognize characteristics (traits) that offspring inherit from parents. Recognize similar characteristics (traits) between a child and parents, such as hair, eye, and skin color, or height. Exploration Lab: Regeneration in Planaria Curriculum Standards: 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). Analyze data using tools, technologies, and/or models in order to make valid and reliable scientific claims or determine an optimal design solution. 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). 5. Plan investigations, (Design and evaluate a scientific investigation). Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data and refine the design accordingly. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 10. Communicate results of scientific investigations, and 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. 11. Evaluate the merits of the explanations produced by others. 11. Evaluate the merits of the explanations produced by others. Evaluate evidence behind currently accepted explanations or solutions to determine the merits of arguments. Construct an explanation based on valid and reliable evidence obtained from a variety of sources (including students' own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Evaluate the validity and reliability of multiple claims, methods, and/or designs that appear in scientific and technical texts or media reports, verifying the data when possible. 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. 11. Evaluate the merits of the explanations produced by others. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Foundations Exploration Lab: Regeneration in Planaria Demonstrate eText: Lesson Review: Cell Differentiation Curriculum Standards: Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Obtain, evaluate, and communicate information on how molecular biotechnology may be used in a variety of fields. Identify ways that biotechnology has impacted society and the environment, such as the development of new medicines and farming techniques. Analyze scientific and ethical arguments to support the pros and cons of application of a specific biotechnology technique such as stem cell usage, in vitro fertilization, or genetically modified organisms. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. In multicellular organisms, individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. (HS-LS1-4) Recognize that small parts of a living thing can work together. Systems of specialized cells within organisms help them perform the essential functions of life. (HS-LS1-1) Cells have characteristic structures and functions that make them distinctive. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Identify ways that biotechnology has impacted society and the environment, such as the development of new medicines and farming techniques. Recognize that small parts of a living thing can work together. Cells have characteristic structures and functions that make them distinctive. Quiz Review: Cell Differentiation Curriculum Standards: Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Obtain, evaluate, and communicate information on how molecular biotechnology may be used in a variety of fields. Identify ways that biotechnology has impacted society and the environment, such as the development of new medicines and farming techniques. Analyze scientific and ethical arguments to support the pros and cons of application of a specific biotechnology technique such as stem cell usage, in vitro fertilization, or genetically modified organisms. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. In multicellular organisms, individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. (HS-LS1-4) Recognize that small parts of a living thing can work together. Systems of specialized cells within organisms help them perform the essential functions of life. (HS-LS1-1) Cells have characteristic structures and functions that make them distinctive. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Identify ways that biotechnology has impacted society and the environment, such as the development of new medicines and farming techniques. Recognize that small parts of a living thing can work together. Cells have characteristic structures and functions that make them distinctive. Editable Quiz: Cell Differentiation Curriculum Standards: Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Obtain, evaluate, and communicate information on how molecular biotechnology may be used in a variety of fields. Identify ways that biotechnology has impacted society and the environment, such as the development of new medicines and farming techniques. Analyze scientific and ethical arguments to support the pros and cons of application of a specific biotechnology technique such as stem cell usage, in vitro fertilization, or genetically modified organisms. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. In multicellular organisms, individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. (HS-LS1-4) Recognize that small parts of a living thing can work together. Systems of specialized cells within organisms help them perform the essential functions of life. (HS-LS1-1) Cells have characteristic structures and functions that make them distinctive. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Identify ways that biotechnology has impacted society and the environment, such as the development of new medicines and farming techniques. Recognize that small parts of a living thing can work together. Cells have characteristic structures and functions that make them distinctive. Quiz: Cell Differentiation Curriculum Standards: Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Obtain, evaluate, and communicate information on how molecular biotechnology may be used in a variety of fields. Identify ways that biotechnology has impacted society and the environment, such as the development of new medicines and farming techniques. Analyze scientific and ethical arguments to support the pros and cons of application of a specific biotechnology technique such as stem cell usage, in vitro fertilization, or genetically modified organisms. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. In multicellular organisms, individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. (HS-LS1-4) Recognize that small parts of a living thing can work together. Systems of specialized cells within organisms help them perform the essential functions of life. (HS-LS1-1) Cells have characteristic structures and functions that make them distinctive. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Identify ways that biotechnology has impacted society and the environment, such as the development of new medicines and farming techniques. Recognize that small parts of a living thing can work together. Cells have characteristic structures and functions that make them distinctive. Chapter Close: Cell Growth and Division eText: Case Study Wrap-Up: Will Stem Cells Change the Future of Healing? Curriculum Standards: Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Obtain, evaluate, and communicate information on how molecular biotechnology may be used in a variety of fields. Identify ways that biotechnology has impacted society and the environment, such as the development of new medicines and farming techniques. Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. Analyze scientific and ethical arguments to support the pros and cons of application of a specific biotechnology technique such as stem cell usage, in vitro fertilization, or genetically modified organisms. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Identify ways that biotechnology has impacted society and the environment, such as the development of new medicines and farming techniques. Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. Career Video: Science Journalist eText: Chapter 11 Study Guide Curriculum Standards: Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Create a model for the major events of the eukaryotic cell cycle, including mitosis. Compare and contrast the rates of cell division in various eukaryotic cell types in multicellular organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe how mutation and genetic recombination increase genetic variation. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Model chromosome progression through meiosis and fertilization in order to argue how the processes of sexual reproduction lead to both genetic similarities and variation in diploid organisms. Compare and contrast the processes of sexual and asexual reproduction, identifying the advantages and disadvantages of each. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment's limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. (HS-LS4-2) Describe how mutation and genetic recombination increase genetic variation. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Genetic information is passed from generation to generation by DNA in all organisms and accounts for similarities in related individuals. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. In multicellular organisms, individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. (HS-LS1-4) Recognize that characteristics of the offspring of living things are sometimes different from their parents. Recognize characteristics (traits) that offspring inherit from parents. Recognize similar characteristics (traits) between a child and parents, such as hair, eye, and skin color, or height. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Recognize that cancer may result when cells change or grow too fast. Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species' characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function. (HS-LS3-1) Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Systems of specialized cells within organisms help them perform the essential functions of life. (HS-LS1-1) Cells have characteristic structures and functions that make them distinctive. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe how mutation and genetic recombination increase genetic variation. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Genetic information is passed from generation to generation by DNA in all organisms and accounts for similarities in related individuals. Recognize that characteristics of the offspring of living things are sometimes different from their parents. Recognize characteristics (traits) that offspring inherit from parents. Recognize similar characteristics (traits) between a child and parents, such as hair, eye, and skin color, or height. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Recognize that cancer may result when cells change or grow too fast. Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Cells have characteristic structures and functions that make them distinctive. eText: Performance-Based Assessment: Taxol a Drug, a Poison. . . or Both? Curriculum Standards: Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Obtain, evaluate, and communicate information on how molecular biotechnology may be used in a variety of fields. Identify ways that biotechnology has impacted society and the environment, such as the development of new medicines and farming techniques. Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Recognize that cancer may result when cells change or grow too fast. Analyze scientific and ethical arguments to support the pros and cons of application of a specific biotechnology technique such as stem cell usage, in vitro fertilization, or genetically modified organisms. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), By the end of grade 10, read and comprehend science/technical texts in the grades 9???10 text complexity band independently and proficiently. By the end of grade 10, read and comprehend science/technical texts in the grades 9-10 text complexity band independently and proficiently. Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words. Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Identify ways that biotechnology has impacted society and the environment, such as the development of new medicines and farming techniques. Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Recognize that cancer may result when cells change or grow too fast. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), By the end of grade 10, read and comprehend science/technical texts in the grades 9_?_10 text complexity band independently and proficiently. Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words. eText: Chapter 11 Assessment Curriculum Standards: Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Create a model for the major events of the eukaryotic cell cycle, including mitosis. Compare and contrast the rates of cell division in various eukaryotic cell types in multicellular organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe how mutation and genetic recombination increase genetic variation. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Model chromosome progression through meiosis and fertilization in order to argue how the processes of sexual reproduction lead to both genetic similarities and variation in diploid organisms. Compare and contrast the processes of sexual and asexual reproduction, identifying the advantages and disadvantages of each. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment's limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. (HS-LS4-2) Describe how mutation and genetic recombination increase genetic variation. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Genetic information is passed from generation to generation by DNA in all organisms and accounts for similarities in related individuals. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. In multicellular organisms, individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. (HS-LS1-4) Recognize that characteristics of the offspring of living things are sometimes different from their parents. Recognize characteristics (traits) that offspring inherit from parents. Recognize similar characteristics (traits) between a child and parents, such as hair, eye, and skin color, or height. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Recognize that cancer may result when cells change or grow too fast. Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species' characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function. (HS-LS3-1) Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Systems of specialized cells within organisms help them perform the essential functions of life. (HS-LS1-1) Cells have characteristic structures and functions that make them distinctive. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe how mutation and genetic recombination increase genetic variation. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Genetic information is passed from generation to generation by DNA in all organisms and accounts for similarities in related individuals. Recognize that characteristics of the offspring of living things are sometimes different from their parents. Recognize characteristics (traits) that offspring inherit from parents. Recognize similar characteristics (traits) between a child and parents, such as hair, eye, and skin color, or height. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Recognize that cancer may result when cells change or grow too fast. Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Cells have characteristic structures and functions that make them distinctive. Test Review: Cell Growth & Division Curriculum Standards: Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Create a model for the major events of the eukaryotic cell cycle, including mitosis. Compare and contrast the rates of cell division in various eukaryotic cell types in multicellular organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe how mutation and genetic recombination increase genetic variation. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Model chromosome progression through meiosis and fertilization in order to argue how the processes of sexual reproduction lead to both genetic similarities and variation in diploid organisms. Compare and contrast the processes of sexual and asexual reproduction, identifying the advantages and disadvantages of each. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment's limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. (HS-LS4-2) Describe how mutation and genetic recombination increase genetic variation. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Genetic information is passed from generation to generation by DNA in all organisms and accounts for similarities in related individuals. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. In multicellular organisms, individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. (HS-LS1-4) Recognize that characteristics of the offspring of living things are sometimes different from their parents. Recognize characteristics (traits) that offspring inherit from parents. Recognize similar characteristics (traits) between a child and parents, such as hair, eye, and skin color, or height. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Recognize that cancer may result when cells change or grow too fast. Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species' characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function. (HS-LS3-1) Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Systems of specialized cells within organisms help them perform the essential functions of life. (HS-LS1-1) Cells have characteristic structures and functions that make them distinctive. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe how mutation and genetic recombination increase genetic variation. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Genetic information is passed from generation to generation by DNA in all organisms and accounts for similarities in related individuals. Recognize that characteristics of the offspring of living things are sometimes different from their parents. Recognize characteristics (traits) that offspring inherit from parents. Recognize similar characteristics (traits) between a child and parents, such as hair, eye, and skin color, or height. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Recognize that cancer may result when cells change or grow too fast. Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Cells have characteristic structures and functions that make them distinctive. Editable Test: Cell Growth and Division Curriculum Standards: Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Create a model for the major events of the eukaryotic cell cycle, including mitosis. Compare and contrast the rates of cell division in various eukaryotic cell types in multicellular organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe how mutation and genetic recombination increase genetic variation. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Model chromosome progression through meiosis and fertilization in order to argue how the processes of sexual reproduction lead to both genetic similarities and variation in diploid organisms. Compare and contrast the processes of sexual and asexual reproduction, identifying the advantages and disadvantages of each. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment's limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. (HS-LS4-2) Describe how mutation and genetic recombination increase genetic variation. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Genetic information is passed from generation to generation by DNA in all organisms and accounts for similarities in related individuals. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. In multicellular organisms, individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. (HS-LS1-4) Recognize that characteristics of the offspring of living things are sometimes different from their parents. Recognize characteristics (traits) that offspring inherit from parents. Recognize similar characteristics (traits) between a child and parents, such as hair, eye, and skin color, or height. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Recognize that cancer may result when cells change or grow too fast. Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species' characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function. (HS-LS3-1) Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Systems of specialized cells within organisms help them perform the essential functions of life. (HS-LS1-1) Cells have characteristic structures and functions that make them distinctive. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe how mutation and genetic recombination increase genetic variation. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Genetic information is passed from generation to generation by DNA in all organisms and accounts for similarities in related individuals. Recognize that characteristics of the offspring of living things are sometimes different from their parents. Recognize characteristics (traits) that offspring inherit from parents. Recognize similar characteristics (traits) between a child and parents, such as hair, eye, and skin color, or height. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Recognize that cancer may result when cells change or grow too fast. Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Cells have characteristic structures and functions that make them distinctive. Test: Cell Growth and Division Curriculum Standards: Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Create a model for the major events of the eukaryotic cell cycle, including mitosis. Compare and contrast the rates of cell division in various eukaryotic cell types in multicellular organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe how mutation and genetic recombination increase genetic variation. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Model chromosome progression through meiosis and fertilization in order to argue how the processes of sexual reproduction lead to both genetic similarities and variation in diploid organisms. Compare and contrast the processes of sexual and asexual reproduction, identifying the advantages and disadvantages of each. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment's limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. (HS-LS4-2) Describe how mutation and genetic recombination increase genetic variation. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Genetic information is passed from generation to generation by DNA in all organisms and accounts for similarities in related individuals. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. In multicellular organisms, individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. (HS-LS1-4) Recognize that characteristics of the offspring of living things are sometimes different from their parents. Recognize characteristics (traits) that offspring inherit from parents. Recognize similar characteristics (traits) between a child and parents, such as hair, eye, and skin color, or height. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Recognize that cancer may result when cells change or grow too fast. Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species' characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function. (HS-LS3-1) Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Systems of specialized cells within organisms help them perform the essential functions of life. (HS-LS1-1) Cells have characteristic structures and functions that make them distinctive. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe how mutation and genetic recombination increase genetic variation. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Genetic information is passed from generation to generation by DNA in all organisms and accounts for similarities in related individuals. Recognize that characteristics of the offspring of living things are sometimes different from their parents. Recognize characteristics (traits) that offspring inherit from parents. Recognize similar characteristics (traits) between a child and parents, such as hair, eye, and skin color, or height. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Recognize that cancer may result when cells change or grow too fast. Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Cells have characteristic structures and functions that make them distinctive. eText: FL End-of-Course Test Practice: Cell Growth and Division Curriculum Standards: Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Create a model for the major events of the eukaryotic cell cycle, including mitosis. Compare and contrast the rates of cell division in various eukaryotic cell types in multicellular organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Model chromosome progression through meiosis and fertilization in order to argue how the processes of sexual reproduction lead to both genetic similarities and variation in diploid organisms. Compare and contrast the processes of sexual and asexual reproduction, identifying the advantages and disadvantages of each. Recognize that characteristics of the offspring of living things are sometimes different from their parents. Recognize characteristics (traits) that offspring inherit from parents. Recognize similar characteristics (traits) between a child and parents, such as hair, eye, and skin color, or height. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Genetic information is passed from generation to generation by DNA in all organisms and accounts for similarities in related individuals. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Integrate evidence to develop a structural model of a DNA molecule. Using the model, develop and communicate an explanation for how DNA serves as a template for self-replication and encodes biological information. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). Analyze scientific and ethical arguments to support the pros and cons of application of a specific biotechnology technique such as stem cell usage, in vitro fertilization, or genetically modified organisms. Identify ways that biotechnology has impacted society and the environment, such as the development of new medicines and farming techniques. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. Recognize that changes in the genes of a species can affect the characteristics of their offspring. Identify that genes are sets of instructions that determine which characteristics are passed from parent to offspring. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Recognize that characteristics of the offspring of living things are sometimes different from their parents. Recognize characteristics (traits) that offspring inherit from parents. Recognize similar characteristics (traits) between a child and parents, such as hair, eye, and skin color, or height. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Genetic information is passed from generation to generation by DNA in all organisms and accounts for similarities in related individuals. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). Identify ways that biotechnology has impacted society and the environment, such as the development of new medicines and farming techniques. Recognize that changes in the genes of a species can affect the characteristics of their offspring. Identify that genes are sets of instructions that determine which characteristics are passed from parent to offspring. Editable FL EOC Test: Cell Growth & Division Curriculum Standards: Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Create a model for the major events of the eukaryotic cell cycle, including mitosis. Compare and contrast the rates of cell division in various eukaryotic cell types in multicellular organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Model chromosome progression through meiosis and fertilization in order to argue how the processes of sexual reproduction lead to both genetic similarities and variation in diploid organisms. Compare and contrast the processes of sexual and asexual reproduction, identifying the advantages and disadvantages of each. Recognize that characteristics of the offspring of living things are sometimes different from their parents. Recognize characteristics (traits) that offspring inherit from parents. Recognize similar characteristics (traits) between a child and parents, such as hair, eye, and skin color, or height. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Genetic information is passed from generation to generation by DNA in all organisms and accounts for similarities in related individuals. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Integrate evidence to develop a structural model of a DNA molecule. Using the model, develop and communicate an explanation for how DNA serves as a template for self-replication and encodes biological information. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). Analyze scientific and ethical arguments to support the pros and cons of application of a specific biotechnology technique such as stem cell usage, in vitro fertilization, or genetically modified organisms. Identify ways that biotechnology has impacted society and the environment, such as the development of new medicines and farming techniques. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. Recognize that changes in the genes of a species can affect the characteristics of their offspring. Identify that genes are sets of instructions that determine which characteristics are passed from parent to offspring. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Recognize that characteristics of the offspring of living things are sometimes different from their parents. Recognize characteristics (traits) that offspring inherit from parents. Recognize similar characteristics (traits) between a child and parents, such as hair, eye, and skin color, or height. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Genetic information is passed from generation to generation by DNA in all organisms and accounts for similarities in related individuals. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). Identify ways that biotechnology has impacted society and the environment, such as the development of new medicines and farming techniques. Recognize that changes in the genes of a species can affect the characteristics of their offspring. Identify that genes are sets of instructions that determine which characteristics are passed from parent to offspring. FL End-of-Course Test Practice: Cell Growth & Division Curriculum Standards: Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Create a model for the major events of the eukaryotic cell cycle, including mitosis. Compare and contrast the rates of cell division in various eukaryotic cell types in multicellular organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Model chromosome progression through meiosis and fertilization in order to argue how the processes of sexual reproduction lead to both genetic similarities and variation in diploid organisms. Compare and contrast the processes of sexual and asexual reproduction, identifying the advantages and disadvantages of each. Recognize that characteristics of the offspring of living things are sometimes different from their parents. Recognize characteristics (traits) that offspring inherit from parents. Recognize similar characteristics (traits) between a child and parents, such as hair, eye, and skin color, or height. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Genetic information is passed from generation to generation by DNA in all organisms and accounts for similarities in related individuals. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Integrate evidence to develop a structural model of a DNA molecule. Using the model, develop and communicate an explanation for how DNA serves as a template for self-replication and encodes biological information. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). Analyze scientific and ethical arguments to support the pros and cons of application of a specific biotechnology technique such as stem cell usage, in vitro fertilization, or genetically modified organisms. Identify ways that biotechnology has impacted society and the environment, such as the development of new medicines and farming techniques. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. Recognize that changes in the genes of a species can affect the characteristics of their offspring. Identify that genes are sets of instructions that determine which characteristics are passed from parent to offspring. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Recognize that characteristics of the offspring of living things are sometimes different from their parents. Recognize characteristics (traits) that offspring inherit from parents. Recognize similar characteristics (traits) between a child and parents, such as hair, eye, and skin color, or height. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Genetic information is passed from generation to generation by DNA in all organisms and accounts for similarities in related individuals. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). Identify ways that biotechnology has impacted society and the environment, such as the development of new medicines and farming techniques. Recognize that changes in the genes of a species can affect the characteristics of their offspring. Identify that genes are sets of instructions that determine which characteristics are passed from parent to offspring. Enrichment: Cell Growth and Division HHMI Enrichment Video: Cancer as a Genetic Disease Highlights HHMI Enrichment Activity: Cancer Gene Cards HHMI Enrichment Activity: Classifying Genes Poster HHMI Enrichment Activity: Classifying Genes Activity HHMI Enrichment Activity: Human Chromosomes Poster HHMI Enrichment Activity: Human Chromosomes Sheets HHMI Enrichment Activity: Functions of Genes Poster HHMI Enrichment Activity: Cancer Patients Cards HHMI Enrichment Activity: Cancer Patients Activity Unit 4 Resources and Problem-Based Learning: Genetics Connect eText: Genetics Author Connections Video: Genetics Problem-Based Learning PBL Introduction: Genetic Modification of Animals PBL Video: Why Break Nature's Code? Reasons to Create a GMO Animal PBL Video Worksheet: Why Break Nature's Code? Reasons to Create a GMO Animal Problem Launch: Genetic Modification of Animals PBL Lab Investigation: Heredity and Genetically Modified Organisms Class Discussion: Shared Structure of DNA PBL Interactivity: Zika and Genetically-Modified Mosquitoes Curriculum Standards: Explain the basic processes of transcription and translation, and how they result in the expression of genes. Demonstrate how DNA sequence information is decoded through transcriptional and translational processes within the cell in order to synthesize proteins. Examine the relationship of structure and function of various types of RNA and the importance of this relationship in these processes. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), PBL Interactivity Worksheet: Zika and Genetically-Modified Mosquitos. Curriculum Standards: Explain the basic processes of transcription and translation, and how they result in the expression of genes. Demonstrate how DNA sequence information is decoded through transcriptional and translational processes within the cell in order to synthesize proteins. Examine the relationship of structure and function of various types of RNA and the importance of this relationship in these processes. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), PBL Science Skills Activity: Transforming an Animal Curriculum Standards: Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Obtain, evaluate, and communicate information on how molecular biotechnology may be used in a variety of fields. Identify ways that biotechnology has impacted society and the environment, such as the development of new medicines and farming techniques. Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. Analyze scientific and ethical arguments to support the pros and cons of application of a specific biotechnology technique such as stem cell usage, in vitro fertilization, or genetically modified organisms. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Identify ways that biotechnology has impacted society and the environment, such as the development of new medicines and farming techniques. Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. PBL Science Skills Worksheet: Transforming an Animal Curriculum Standards: Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Obtain, evaluate, and communicate information on how molecular biotechnology may be used in a variety of fields. Identify ways that biotechnology has impacted society and the environment, such as the development of new medicines and farming techniques. Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. Analyze scientific and ethical arguments to support the pros and cons of application of a specific biotechnology technique such as stem cell usage, in vitro fertilization, or genetically modified organisms. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Identify ways that biotechnology has impacted society and the environment, such as the development of new medicines and farming techniques. Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. PBL Authentic Reading: Genes Essential to Life Found in Mouse Mutants are Related to Many Human Disease Genes Curriculum Standards: Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts. (HS-ETS1-3) PBL STEM Project: Design Evaluation Criteria for Uses of GM Animals Curriculum Standards: Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts. (HS-ETS1-3) Problem Wrap-Up: Genetic Modification of Animals Demonstrate Benchmark Test Review: Unit 4: Genetics Curriculum Standards: Demonstrate how DNA sequence information is decoded through transcriptional and translational processes within the cell in order to synthesize proteins. Examine the relationship of structure and function of various types of RNA and the importance of this relationship in these processes. Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Investigate the means by which karyotypes are utilized in diagnostic medicine. Use Mendel's laws of segregation and independent assortment to analyze patterns of inheritance. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use Mendel's laws of segregation and independent assortment to analyze patterns of inheritance. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Integrate evidence to develop a structural model of a DNA molecule. Using the model, develop and communicate an explanation for how DNA serves as a template for self-replication and encodes biological information. Through pedigree analysis, identify patterns of trait inheritance to predict family member genotypes. Use mathematical thinking to predict the likelihood of various types of trait transmission. Analyze scientific and ethical arguments to support the pros and cons of application of a specific biotechnology technique such as stem cell usage, in vitro fertilization, or genetically modified organisms. Describe how mutation and genetic recombination increase genetic variation. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Describe how mutation and genetic recombination increase genetic variation. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Use Mendel's laws of segregation and independent assortment to analyze patterns of inheritance. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Describe how mutation and genetic recombination increase genetic variation. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. Editable Benchmark Test: Unit 4: Genetics Curriculum Standards: Demonstrate how DNA sequence information is decoded through transcriptional and translational processes within the cell in order to synthesize proteins. Examine the relationship of structure and function of various types of RNA and the importance of this relationship in these processes. Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Investigate the means by which karyotypes are utilized in diagnostic medicine. Use Mendel's laws of segregation and independent assortment to analyze patterns of inheritance. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use Mendel's laws of segregation and independent assortment to analyze patterns of inheritance. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Integrate evidence to develop a structural model of a DNA molecule. Using the model, develop and communicate an explanation for how DNA serves as a template for self-replication and encodes biological information. Through pedigree analysis, identify patterns of trait inheritance to predict family member genotypes. Use mathematical thinking to predict the likelihood of various types of trait transmission. Analyze scientific and ethical arguments to support the pros and cons of application of a specific biotechnology technique such as stem cell usage, in vitro fertilization, or genetically modified organisms. Describe how mutation and genetic recombination increase genetic variation. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Describe how mutation and genetic recombination increase genetic variation. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Use Mendel's laws of segregation and independent assortment to analyze patterns of inheritance. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Describe how mutation and genetic recombination increase genetic variation. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. Benchmark Test: Unit 4: Genetics Curriculum Standards: Demonstrate how DNA sequence information is decoded through transcriptional and translational processes within the cell in order to synthesize proteins. Examine the relationship of structure and function of various types of RNA and the importance of this relationship in these processes. Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Investigate the means by which karyotypes are utilized in diagnostic medicine. Use Mendel's laws of segregation and independent assortment to analyze patterns of inheritance. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use Mendel's laws of segregation and independent assortment to analyze patterns of inheritance. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Integrate evidence to develop a structural model of a DNA molecule. Using the model, develop and communicate an explanation for how DNA serves as a template for self-replication and encodes biological information. Through pedigree analysis, identify patterns of trait inheritance to predict family member genotypes. Use mathematical thinking to predict the likelihood of various types of trait transmission. Analyze scientific and ethical arguments to support the pros and cons of application of a specific biotechnology technique such as stem cell usage, in vitro fertilization, or genetically modified organisms. Describe how mutation and genetic recombination increase genetic variation. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Describe how mutation and genetic recombination increase genetic variation. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Use Mendel's laws of segregation and independent assortment to analyze patterns of inheritance. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Describe how mutation and genetic recombination increase genetic variation. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. Chapter 12: Introduction to Genetics Chapter Opener: Introduction to Genetics eText: Introduction to Genetics Curriculum Standards: Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Model chromosome progression through meiosis and fertilization in order to argue how the processes of sexual reproduction lead to both genetic similarities and variation in diploid organisms. Compare and contrast the processes of sexual and asexual reproduction, identifying the advantages and disadvantages of each. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). Describe how mutation and genetic recombination increase genetic variation. Describe how mutation and genetic recombination increase genetic variation. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment's limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. (HS-LS4-2) Genetic information is passed from generation to generation by DNA in all organisms and accounts for similarities in related individuals. Analyze data using tools, technologies, and/or models in order to make valid and reliable scientific claims or determine an optimal design solution. 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 9. Use appropriate evidence and reasoning to justify these explanations to others, Use Mendel's laws of segregation and independent assortment to analyze patterns of inheritance. Use Mendel's laws of segregation and independent assortment to analyze patterns of inheritance. 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. Investigate the means by which karyotypes are utilized in diagnostic medicine. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. (HS-LS3-2) 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). 5. Plan investigations, (Design and evaluate a scientific investigation). Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data and refine the design accordingly. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 10. Communicate results of scientific investigations, and 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. 11. Evaluate the merits of the explanations produced by others. 11. Evaluate the merits of the explanations produced by others. Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. Identify a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Identify a scientific question 2. Examine reliable sources of information to identify what is already known 3. Develop a possible explanation (hypothesis) 4. Plan and carry out an experiment 5. Gather data based on measurement and observations 6. Evaluate the data 7. Use the data to support reasonable explanations, inferences, and conclusions. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. a. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. a. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words. Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence. a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence. e. Provide a concluding statement or section that follows from or supports the argument presented. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). e. Provide a concluding statement or section that follows from or supports the argument presented. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers. d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers. Evaluate evidence behind currently accepted explanations or solutions to determine the merits of arguments. b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience???s knowledge of the topic. b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience' knowledge of the topic. Construct an explanation based on valid and reliable evidence obtained from a variety of sources (including students' own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Describe the basic anatomy and physiology of the human reproductive system. Describe the process of human development from fertilization to birth and major changes that occur in each trimester of pregnancy. Describe the basic anatomy and physiology of the human reproductive system. Describe the process of human development from fertilization to birth and major changes that occur in each trimester of pregnancy. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Evaluate the validity and reliability of multiple claims, methods, and/or designs that appear in scientific and technical texts or media reports, verifying the data when possible. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). Describe how mutation and genetic recombination increase genetic variation. Genetic information is passed from generation to generation by DNA in all organisms and accounts for similarities in related individuals. 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, Use Mendel's laws of segregation and independent assortment to analyze patterns of inheritance. 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. 11. Evaluate the merits of the explanations produced by others. Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. Identify a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Identify a scientific question 2. Examine reliable sources of information to identify what is already known 3. Develop a possible explanation (hypothesis) 4. Plan and carry out an experiment 5. Gather data based on measurement and observations 6. Evaluate the data 7. Use the data to support reasonable explanations, inferences, and conclusions. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. a. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence. e. Provide a concluding statement or section that follows from or supports the argument presented. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers. b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience_?_s knowledge of the topic. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Describe the basic anatomy and physiology of the human reproductive system. Describe the process of human development from fertilization to birth and major changes that occur in each trimester of pregnancy. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Biology Foundations: Introduction to Genetics Curriculum Standards: Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Model chromosome progression through meiosis and fertilization in order to argue how the processes of sexual reproduction lead to both genetic similarities and variation in diploid organisms. Compare and contrast the processes of sexual and asexual reproduction, identifying the advantages and disadvantages of each. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). Describe how mutation and genetic recombination increase genetic variation. Describe how mutation and genetic recombination increase genetic variation. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment's limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. (HS-LS4-2) Genetic information is passed from generation to generation by DNA in all organisms and accounts for similarities in related individuals. Analyze data using tools, technologies, and/or models in order to make valid and reliable scientific claims or determine an optimal design solution. 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 9. Use appropriate evidence and reasoning to justify these explanations to others, Use Mendel's laws of segregation and independent assortment to analyze patterns of inheritance. Use Mendel's laws of segregation and independent assortment to analyze patterns of inheritance. 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. Investigate the means by which karyotypes are utilized in diagnostic medicine. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. (HS-LS3-2) 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). 5. Plan investigations, (Design and evaluate a scientific investigation). Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data and refine the design accordingly. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 10. Communicate results of scientific investigations, and 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. 11. Evaluate the merits of the explanations produced by others. 11. Evaluate the merits of the explanations produced by others. Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. Identify a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Identify a scientific question 2. Examine reliable sources of information to identify what is already known 3. Develop a possible explanation (hypothesis) 4. Plan and carry out an experiment 5. Gather data based on measurement and observations 6. Evaluate the data 7. Use the data to support reasonable explanations, inferences, and conclusions. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. a. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. a. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words. Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from or supports the argument presented. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). e. Provide a concluding statement or section that follows from or supports the argument presented. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers. d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers. Evaluate evidence behind currently accepted explanations or solutions to determine the merits of arguments. b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience???s knowledge of the topic. b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience' knowledge of the topic. Construct an explanation based on valid and reliable evidence obtained from a variety of sources (including students' own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Describe the basic anatomy and physiology of the human reproductive system. Describe the process of human development from fertilization to birth and major changes that occur in each trimester of pregnancy. Describe the basic anatomy and physiology of the human reproductive system. Describe the process of human development from fertilization to birth and major changes that occur in each trimester of pregnancy. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Evaluate the validity and reliability of multiple claims, methods, and/or designs that appear in scientific and technical texts or media reports, verifying the data when possible. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). Describe how mutation and genetic recombination increase genetic variation. Genetic information is passed from generation to generation by DNA in all organisms and accounts for similarities in related individuals. 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, Use Mendel's laws of segregation and independent assortment to analyze patterns of inheritance. 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. 11. Evaluate the merits of the explanations produced by others. Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. Identify a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Identify a scientific question 2. Examine reliable sources of information to identify what is already known 3. Develop a possible explanation (hypothesis) 4. Plan and carry out an experiment 5. Gather data based on measurement and observations 6. Evaluate the data 7. Use the data to support reasonable explanations, inferences, and conclusions. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. a. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from or supports the argument presented. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers. b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience_?_s knowledge of the topic. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Describe the basic anatomy and physiology of the human reproductive system. Describe the process of human development from fertilization to birth and major changes that occur in each trimester of pregnancy. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Lesson 1: The Work of Gregor Mendel Connect Inquiry Warm-Up Lab: Analyzing Inheritance Investigate eText: The Work of Gregor Mendel Curriculum Standards: Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. Use Mendel's laws of segregation and independent assortment to analyze patterns of inheritance. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use Mendel's laws of segregation and independent assortment to analyze patterns of inheritance. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Investigate the means by which karyotypes are utilized in diagnostic medicine. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. Identify a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Identify a scientific question 2. Examine reliable sources of information to identify what is already known 3. Develop a possible explanation (hypothesis) 4. Plan and carry out an experiment 5. Gather data based on measurement and observations 6. Evaluate the data 7. Use the data to support reasonable explanations, inferences, and conclusions. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. Use Mendel's laws of segregation and independent assortment to analyze patterns of inheritance. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Identify a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Identify a scientific question 2. Examine reliable sources of information to identify what is already known 3. Develop a possible explanation (hypothesis) 4. Plan and carry out an experiment 5. Gather data based on measurement and observations 6. Evaluate the data 7. Use the data to support reasonable explanations, inferences, and conclusions. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. Quick Lab: Simulating Segregation Curriculum Standards: Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. Use Mendel's laws of segregation and independent assortment to analyze patterns of inheritance. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use Mendel's laws of segregation and independent assortment to analyze patterns of inheritance. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Investigate the means by which karyotypes are utilized in diagnostic medicine. Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. Use Mendel's laws of segregation and independent assortment to analyze patterns of inheritance. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Interactivity: Examining Mendel's Pea Plant Experiments Curriculum Standards: Use Mendel's laws of segregation and independent assortment to analyze patterns of inheritance. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use Mendel's laws of segregation and independent assortment to analyze patterns of inheritance. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use Mendel's laws of segregation and independent assortment to analyze patterns of inheritance. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Spanish Workbook: The Work of Gregor Mendel Editable Presentation: The Work of Gregor Mendel Synthesize Simulation: Dominant or Recessive? Demonstrate eText: Lesson Review: The Work of Gregor Mendel Curriculum Standards: Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population. Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. Use Mendel's laws of segregation and independent assortment to analyze patterns of inheritance. Use Mendel's laws of segregation and independent assortment to analyze patterns of inheritance. Identify traits that plants and animals, including humans, inherit. Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. Use Mendel's laws of segregation and independent assortment to analyze patterns of inheritance. Identify traits that plants and animals, including humans, inherit. Quiz Review: The Work of Gregor Mendel Curriculum Standards: Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population. Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. Use Mendel's laws of segregation and independent assortment to analyze patterns of inheritance. Use Mendel's laws of segregation and independent assortment to analyze patterns of inheritance. Identify traits that plants and animals, including humans, inherit. Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. Use Mendel's laws of segregation and independent assortment to analyze patterns of inheritance. Identify traits that plants and animals, including humans, inherit. Editable Quiz: The Work of Gregor Mendel Curriculum Standards: Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population. Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. Use Mendel's laws of segregation and independent assortment to analyze patterns of inheritance. Use Mendel's laws of segregation and independent assortment to analyze patterns of inheritance. Identify traits that plants and animals, including humans, inherit. Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. Use Mendel's laws of segregation and independent assortment to analyze patterns of inheritance. Identify traits that plants and animals, including humans, inherit. Quiz: The Work of Gregor Mendel Curriculum Standards: Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population. Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. Use Mendel's laws of segregation and independent assortment to analyze patterns of inheritance. Use Mendel's laws of segregation and independent assortment to analyze patterns of inheritance. Identify traits that plants and animals, including humans, inherit. Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. Use Mendel's laws of segregation and independent assortment to analyze patterns of inheritance. Identify traits that plants and animals, including humans, inherit. Lesson 2: Applying Mendel's Principles Connect Inquiry Warm-Up Lab: Tossing Coins Investigate eText: Applying Mendel's Principles Curriculum Standards: Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. Use Mendel's laws of segregation and independent assortment to analyze patterns of inheritance. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use Mendel's laws of segregation and independent assortment to analyze patterns of inheritance. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Investigate the means by which karyotypes are utilized in diagnostic medicine. Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. Use Mendel's laws of segregation and independent assortment to analyze patterns of inheritance. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Interactivity: Using Punnett Squares Curriculum Standards: Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. Investigate the means by which karyotypes are utilized in diagnostic medicine. Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. Spanish Workbook: Applying Mendels Principles Editable Presentation: Applying Mendel’s Principles Synthesize Science Skills Activity: Guinea Pig Genetics Curriculum Standards: Use Mendel's laws of segregation and independent assortment to analyze patterns of inheritance. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use Mendel's laws of segregation and independent assortment to analyze patterns of inheritance. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use Mendel's laws of segregation and independent assortment to analyze patterns of inheritance. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Science Skills Worksheet: Guinea Pig Genetics Curriculum Standards: Use Mendel's laws of segregation and independent assortment to analyze patterns of inheritance. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use Mendel's laws of segregation and independent assortment to analyze patterns of inheritance. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use Mendel's laws of segregation and independent assortment to analyze patterns of inheritance. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. PBL Lab Investigation: Heredity and Genetically Modified Organisms Demonstrate eText: Lesson Review: Applying Mendel's Principles Curriculum Standards: Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population. Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. Use Mendel's laws of segregation and independent assortment to analyze patterns of inheritance. Use Mendel's laws of segregation and independent assortment to analyze patterns of inheritance. Identify traits that plants and animals, including humans, inherit. Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. Use Mendel's laws of segregation and independent assortment to analyze patterns of inheritance. Identify traits that plants and animals, including humans, inherit. Quiz Review: Applying Mendel's Principles Curriculum Standards: Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population. Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. Use Mendel's laws of segregation and independent assortment to analyze patterns of inheritance. Use Mendel's laws of segregation and independent assortment to analyze patterns of inheritance. Identify traits that plants and animals, including humans, inherit. Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. Use Mendel's laws of segregation and independent assortment to analyze patterns of inheritance. Identify traits that plants and animals, including humans, inherit. Editable Quiz: Applying Mendel's Principles Curriculum Standards: Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population. Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. Use Mendel's laws of segregation and independent assortment to analyze patterns of inheritance. Use Mendel's laws of segregation and independent assortment to analyze patterns of inheritance. Identify traits that plants and animals, including humans, inherit. Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. Use Mendel's laws of segregation and independent assortment to analyze patterns of inheritance. Identify traits that plants and animals, including humans, inherit. Quiz: Applying Mendel's Principles Curriculum Standards: Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population. Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. Use Mendel's laws of segregation and independent assortment to analyze patterns of inheritance. Use Mendel's laws of segregation and independent assortment to analyze patterns of inheritance. Identify traits that plants and animals, including humans, inherit. Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. Use Mendel's laws of segregation and independent assortment to analyze patterns of inheritance. Identify traits that plants and animals, including humans, inherit. Lesson 3: Other Patterns of Inheritance Connect Class Discussion: Height in Humans Investigate eText: Other Patterns of Inheritance Curriculum Standards: Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. Investigate the means by which karyotypes are utilized in diagnostic medicine. Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. Analyzing Data: Human Blood Types Curriculum Standards: Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words. Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words. Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words. Interactivity: Beyond Dominant and Recessive Curriculum Standards: Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. Use Mendel's laws of segregation and independent assortment to analyze patterns of inheritance. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use Mendel's laws of segregation and independent assortment to analyze patterns of inheritance. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Investigate the means by which karyotypes are utilized in diagnostic medicine. Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. Use Mendel's laws of segregation and independent assortment to analyze patterns of inheritance. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Spanish Workbook: Other Patterns of Inheritance Editable Presentation: Other Patterns of Inheritance Synthesize Simulation: Lily Breeding Curriculum Standards: Use Mendel's laws of segregation and independent assortment to analyze patterns of inheritance. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use Mendel's laws of segregation and independent assortment to analyze patterns of inheritance. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use Mendel's laws of segregation and independent assortment to analyze patterns of inheritance. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Demonstrate eText: Lesson Review: Other Patterns of Inheritance Curriculum Standards: Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. Use Mendel's laws of segregation and independent assortment to analyze patterns of inheritance. Use Mendel's laws of segregation and independent assortment to analyze patterns of inheritance. Identify traits that plants and animals, including humans, inherit. Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population. Environmental factors also affect expression of traits, and hence affect the probability of occurrences of traits in a population. Thus the variation and distribution of traits observed depends on both genetic and environmental factors. (HS-LS3-2),(HS-LS3-3) Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. Use Mendel's laws of segregation and independent assortment to analyze patterns of inheritance. Identify traits that plants and animals, including humans, inherit. Quiz Review: Other Patterns of Inheritance Curriculum Standards: Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. Use Mendel's laws of segregation and independent assortment to analyze patterns of inheritance. Use Mendel's laws of segregation and independent assortment to analyze patterns of inheritance. Identify traits that plants and animals, including humans, inherit. Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population. Environmental factors also affect expression of traits, and hence affect the probability of occurrences of traits in a population. Thus the variation and distribution of traits observed depends on both genetic and environmental factors. (HS-LS3-2),(HS-LS3-3) Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. Use Mendel's laws of segregation and independent assortment to analyze patterns of inheritance. Identify traits that plants and animals, including humans, inherit. Editable Quiz: Other Patterns of Inheritance Curriculum Standards: Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. Use Mendel's laws of segregation and independent assortment to analyze patterns of inheritance. Use Mendel's laws of segregation and independent assortment to analyze patterns of inheritance. Identify traits that plants and animals, including humans, inherit. Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population. Environmental factors also affect expression of traits, and hence affect the probability of occurrences of traits in a population. Thus the variation and distribution of traits observed depends on both genetic and environmental factors. (HS-LS3-2),(HS-LS3-3) Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. Use Mendel's laws of segregation and independent assortment to analyze patterns of inheritance. Identify traits that plants and animals, including humans, inherit. Quiz: Other Patterns of Inheritance Curriculum Standards: Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. Use Mendel's laws of segregation and independent assortment to analyze patterns of inheritance. Use Mendel's laws of segregation and independent assortment to analyze patterns of inheritance. Identify traits that plants and animals, including humans, inherit. Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population. Environmental factors also affect expression of traits, and hence affect the probability of occurrences of traits in a population. Thus the variation and distribution of traits observed depends on both genetic and environmental factors. (HS-LS3-2),(HS-LS3-3) Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. Use Mendel's laws of segregation and independent assortment to analyze patterns of inheritance. Identify traits that plants and animals, including humans, inherit. Lesson 4: Meiosis Connect Class Discussion: How Many Chromosomes? Curriculum Standards: Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species' characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function. (HS-LS3-1) Model chromosome progression through meiosis and fertilization in order to argue how the processes of sexual reproduction lead to both genetic similarities and variation in diploid organisms. Compare and contrast the processes of sexual and asexual reproduction, identifying the advantages and disadvantages of each. Recognize that changes in the genes of a species can affect the characteristics of their offspring. Recognize that characteristics of the offspring of living things are sometimes different from their parents. Identify that genes are sets of instructions that determine which characteristics are passed from parent to offspring. Recognize characteristics (traits) that offspring inherit from parents. Recognize similar characteristics (traits) between a child and parents, such as hair, eye, and skin color, or height. Recognize that changes in the genes of a species can affect the characteristics of their offspring. Recognize that characteristics of the offspring of living things are sometimes different from their parents. Identify that genes are sets of instructions that determine which characteristics are passed from parent to offspring. Recognize characteristics (traits) that offspring inherit from parents. Recognize similar characteristics (traits) between a child and parents, such as hair, eye, and skin color, or height. Investigate eText: Meiosis Curriculum Standards: Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Model chromosome progression through meiosis and fertilization in order to argue how the processes of sexual reproduction lead to both genetic similarities and variation in diploid organisms. Compare and contrast the processes of sexual and asexual reproduction, identifying the advantages and disadvantages of each. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Describe how mutation and genetic recombination increase genetic variation. Describe how mutation and genetic recombination increase genetic variation. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment's limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. (HS-LS4-2) Genetic information is passed from generation to generation by DNA in all organisms and accounts for similarities in related individuals. Use Mendel's laws of segregation and independent assortment to analyze patterns of inheritance. Use Mendel's laws of segregation and independent assortment to analyze patterns of inheritance. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. (HS-LS3-2) Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, Describe the basic anatomy and physiology of the human reproductive system. Describe the process of human development from fertilization to birth and major changes that occur in each trimester of pregnancy. Describe the basic anatomy and physiology of the human reproductive system. Describe the process of human development from fertilization to birth and major changes that occur in each trimester of pregnancy. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Describe how mutation and genetic recombination increase genetic variation. Genetic information is passed from generation to generation by DNA in all organisms and accounts for similarities in related individuals. Use Mendel's laws of segregation and independent assortment to analyze patterns of inheritance. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, Describe the basic anatomy and physiology of the human reproductive system. Describe the process of human development from fertilization to birth and major changes that occur in each trimester of pregnancy. Interactivity: The Process of Meiosis Curriculum Standards: Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Model chromosome progression through meiosis and fertilization in order to argue how the processes of sexual reproduction lead to both genetic similarities and variation in diploid organisms. Compare and contrast the processes of sexual and asexual reproduction, identifying the advantages and disadvantages of each. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). Describe how mutation and genetic recombination increase genetic variation. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Describe how mutation and genetic recombination increase genetic variation. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Use Mendel's laws of segregation and independent assortment to analyze patterns of inheritance. Use Mendel's laws of segregation and independent assortment to analyze patterns of inheritance. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. (HS-LS3-2) Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, Describe the basic anatomy and physiology of the human reproductive system. Describe the process of human development from fertilization to birth and major changes that occur in each trimester of pregnancy. Describe the basic anatomy and physiology of the human reproductive system. Describe the process of human development from fertilization to birth and major changes that occur in each trimester of pregnancy. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). Describe how mutation and genetic recombination increase genetic variation. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Use Mendel's laws of segregation and independent assortment to analyze patterns of inheritance. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, Describe the basic anatomy and physiology of the human reproductive system. Describe the process of human development from fertilization to birth and major changes that occur in each trimester of pregnancy. Spanish Workbook: Meiosis Editable Presentation: Meiosis Synthesize Interactive Video: Morgan and Sturtevant Curriculum Standards: Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. Describe how mutation and genetic recombination increase genetic variation. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Model chromosome progression through meiosis and fertilization in order to argue how the processes of sexual reproduction lead to both genetic similarities and variation in diploid organisms. Compare and contrast the processes of sexual and asexual reproduction, identifying the advantages and disadvantages of each. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment's limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. (HS-LS4-2) Describe how mutation and genetic recombination increase genetic variation. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Genetic information is passed from generation to generation by DNA in all organisms and accounts for similarities in related individuals. Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species' characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function. (HS-LS3-1) Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain how protein formation results in phenotypic variation and discuss how changes in DNA can lead to somatic or germ line mutations. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. (HS-LS3-2) Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Recognize that changes in the genes of a species can affect the characteristics of their offspring. Recognize that characteristics of the offspring of living things are sometimes different from their parents. Identify that genes are sets of instructions that determine which characteristics are passed from parent to offspring. Recognize characteristics (traits) that offspring inherit from parents. Recognize similar characteristics (traits) between a child and parents, such as hair, eye, and skin color, or height. Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population. Environmental factors also affect expression of traits, and hence affect the probability of occurrences of traits in a population. Thus the variation and distribution of traits observed depends on both genetic and environmental factors. (HS-LS3-2),(HS-LS3-3) Describe how mutation and genetic recombination increase genetic variation. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Genetic information is passed from generation to generation by DNA in all organisms and accounts for similarities in related individuals. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Recognize that changes in the genes of a species can affect the characteristics of their offspring. Recognize that characteristics of the offspring of living things are sometimes different from their parents. Identify that genes are sets of instructions that determine which characteristics are passed from parent to offspring. Recognize characteristics (traits) that offspring inherit from parents. Recognize similar characteristics (traits) between a child and parents, such as hair, eye, and skin color, or height. Modeling Lab: A Model of Meiosis Curriculum Standards: Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Model chromosome progression through meiosis and fertilization in order to argue how the processes of sexual reproduction lead to both genetic similarities and variation in diploid organisms. Compare and contrast the processes of sexual and asexual reproduction, identifying the advantages and disadvantages of each. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). Describe how mutation and genetic recombination increase genetic variation. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Describe how mutation and genetic recombination increase genetic variation. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Analyze data using tools, technologies, and/or models in order to make valid and reliable scientific claims or determine an optimal design solution. 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 9. Use appropriate evidence and reasoning to justify these explanations to others, Use Mendel's laws of segregation and independent assortment to analyze patterns of inheritance. Use Mendel's laws of segregation and independent assortment to analyze patterns of inheritance. 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. (HS-LS3-2) 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). 5. Plan investigations, (Design and evaluate a scientific investigation). Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data and refine the design accordingly. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 10. Communicate results of scientific investigations, and 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. 11. Evaluate the merits of the explanations produced by others. 11. Evaluate the merits of the explanations produced by others. Evaluate evidence behind currently accepted explanations or solutions to determine the merits of arguments. Construct an explanation based on valid and reliable evidence obtained from a variety of sources (including students' own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Describe the basic anatomy and physiology of the human reproductive system. Describe the process of human development from fertilization to birth and major changes that occur in each trimester of pregnancy. Describe the basic anatomy and physiology of the human reproductive system. Describe the process of human development from fertilization to birth and major changes that occur in each trimester of pregnancy. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Evaluate the validity and reliability of multiple claims, methods, and/or designs that appear in scientific and technical texts or media reports, verifying the data when possible. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). Describe how mutation and genetic recombination increase genetic variation. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, Use Mendel's laws of segregation and independent assortment to analyze patterns of inheritance. 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. 11. Evaluate the merits of the explanations produced by others. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Describe the basic anatomy and physiology of the human reproductive system. Describe the process of human development from fertilization to birth and major changes that occur in each trimester of pregnancy. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Foundations Modeling Lab: A Model of Meiosis Curriculum Standards: Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Model chromosome progression through meiosis and fertilization in order to argue how the processes of sexual reproduction lead to both genetic similarities and variation in diploid organisms. Compare and contrast the processes of sexual and asexual reproduction, identifying the advantages and disadvantages of each. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). Describe how mutation and genetic recombination increase genetic variation. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Describe how mutation and genetic recombination increase genetic variation. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Analyze data using tools, technologies, and/or models in order to make valid and reliable scientific claims or determine an optimal design solution. 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 9. Use appropriate evidence and reasoning to justify these explanations to others, Use Mendel's laws of segregation and independent assortment to analyze patterns of inheritance. Use Mendel's laws of segregation and independent assortment to analyze patterns of inheritance. 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. (HS-LS3-2) 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). 5. Plan investigations, (Design and evaluate a scientific investigation). Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data and refine the design accordingly. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 10. Communicate results of scientific investigations, and 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. 11. Evaluate the merits of the explanations produced by others. 11. Evaluate the merits of the explanations produced by others. Evaluate evidence behind currently accepted explanations or solutions to determine the merits of arguments. Construct an explanation based on valid and reliable evidence obtained from a variety of sources (including students' own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Describe the basic anatomy and physiology of the human reproductive system. Describe the process of human development from fertilization to birth and major changes that occur in each trimester of pregnancy. Describe the basic anatomy and physiology of the human reproductive system. Describe the process of human development from fertilization to birth and major changes that occur in each trimester of pregnancy. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Evaluate the validity and reliability of multiple claims, methods, and/or designs that appear in scientific and technical texts or media reports, verifying the data when possible. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). Describe how mutation and genetic recombination increase genetic variation. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, Use Mendel's laws of segregation and independent assortment to analyze patterns of inheritance. 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. 11. Evaluate the merits of the explanations produced by others. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Describe the basic anatomy and physiology of the human reproductive system. Describe the process of human development from fertilization to birth and major changes that occur in each trimester of pregnancy. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Demonstrate eText: Lesson Review: Meiosis Curriculum Standards: Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Model chromosome progression through meiosis and fertilization in order to argue how the processes of sexual reproduction lead to both genetic similarities and variation in diploid organisms. Compare and contrast the processes of sexual and asexual reproduction, identifying the advantages and disadvantages of each. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. (HS-LS3-2) Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Quiz Review: Meiosis Curriculum Standards: Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Model chromosome progression through meiosis and fertilization in order to argue how the processes of sexual reproduction lead to both genetic similarities and variation in diploid organisms. Compare and contrast the processes of sexual and asexual reproduction, identifying the advantages and disadvantages of each. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. (HS-LS3-2) Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Editable Quiz: Meiosis Curriculum Standards: Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Model chromosome progression through meiosis and fertilization in order to argue how the processes of sexual reproduction lead to both genetic similarities and variation in diploid organisms. Compare and contrast the processes of sexual and asexual reproduction, identifying the advantages and disadvantages of each. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. (HS-LS3-2) Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Quiz: Meiosis Curriculum Standards: Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Model chromosome progression through meiosis and fertilization in order to argue how the processes of sexual reproduction lead to both genetic similarities and variation in diploid organisms. Compare and contrast the processes of sexual and asexual reproduction, identifying the advantages and disadvantages of each. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. (HS-LS3-2) Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Chapter Close: Introduction to Genetics eText: Case Study Wrap-Up: Genetic Disorders: Understanding the Odds Curriculum Standards: Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. Use Mendel's laws of segregation and independent assortment to analyze patterns of inheritance. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use Mendel's laws of segregation and independent assortment to analyze patterns of inheritance. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Investigate the means by which karyotypes are utilized in diagnostic medicine. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. Use Mendel's laws of segregation and independent assortment to analyze patterns of inheritance. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Career Video: Genetics Counselor eText: Chapter 12 Study Guide Curriculum Standards: Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Model chromosome progression through meiosis and fertilization in order to argue how the processes of sexual reproduction lead to both genetic similarities and variation in diploid organisms. Compare and contrast the processes of sexual and asexual reproduction, identifying the advantages and disadvantages of each. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. (HS-LS3-2) Use Mendel's laws of segregation and independent assortment to analyze patterns of inheritance. Use Mendel's laws of segregation and independent assortment to analyze patterns of inheritance. Identify traits that plants and animals, including humans, inherit. Environmental factors also affect expression of traits, and hence affect the probability of occurrences of traits in a population. Thus the variation and distribution of traits observed depends on both genetic and environmental factors. (HS-LS3-2),(HS-LS3-3) Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. Use Mendel's laws of segregation and independent assortment to analyze patterns of inheritance. Identify traits that plants and animals, including humans, inherit. eText: Performance-Based Assessment: Growing More and Better Corn Curriculum Standards: Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. Investigate the means by which karyotypes are utilized in diagnostic medicine. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. Identify a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Identify a scientific question 2. Examine reliable sources of information to identify what is already known 3. Develop a possible explanation (hypothesis) 4. Plan and carry out an experiment 5. Gather data based on measurement and observations 6. Evaluate the data 7. Use the data to support reasonable explanations, inferences, and conclusions. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. Identify a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Identify a scientific question 2. Examine reliable sources of information to identify what is already known 3. Develop a possible explanation (hypothesis) 4. Plan and carry out an experiment 5. Gather data based on measurement and observations 6. Evaluate the data 7. Use the data to support reasonable explanations, inferences, and conclusions. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. eText: Chapter 12 Assessment Curriculum Standards: Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Model chromosome progression through meiosis and fertilization in order to argue how the processes of sexual reproduction lead to both genetic similarities and variation in diploid organisms. Compare and contrast the processes of sexual and asexual reproduction, identifying the advantages and disadvantages of each. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. (HS-LS3-2) Use Mendel's laws of segregation and independent assortment to analyze patterns of inheritance. Use Mendel's laws of segregation and independent assortment to analyze patterns of inheritance. Identify traits that plants and animals, including humans, inherit. Environmental factors also affect expression of traits, and hence affect the probability of occurrences of traits in a population. Thus the variation and distribution of traits observed depends on both genetic and environmental factors. (HS-LS3-2),(HS-LS3-3) Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. Use Mendel's laws of segregation and independent assortment to analyze patterns of inheritance. Identify traits that plants and animals, including humans, inherit. Test Review: Test: Introduction to Genetics Curriculum Standards: Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Model chromosome progression through meiosis and fertilization in order to argue how the processes of sexual reproduction lead to both genetic similarities and variation in diploid organisms. Compare and contrast the processes of sexual and asexual reproduction, identifying the advantages and disadvantages of each. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. (HS-LS3-2) Use Mendel's laws of segregation and independent assortment to analyze patterns of inheritance. Use Mendel's laws of segregation and independent assortment to analyze patterns of inheritance. Identify traits that plants and animals, including humans, inherit. Environmental factors also affect expression of traits, and hence affect the probability of occurrences of traits in a population. Thus the variation and distribution of traits observed depends on both genetic and environmental factors. (HS-LS3-2),(HS-LS3-3) Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. Use Mendel's laws of segregation and independent assortment to analyze patterns of inheritance. Identify traits that plants and animals, including humans, inherit. Editable Test: Test: Introduction to Genetics Curriculum Standards: Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Model chromosome progression through meiosis and fertilization in order to argue how the processes of sexual reproduction lead to both genetic similarities and variation in diploid organisms. Compare and contrast the processes of sexual and asexual reproduction, identifying the advantages and disadvantages of each. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. (HS-LS3-2) Use Mendel's laws of segregation and independent assortment to analyze patterns of inheritance. Use Mendel's laws of segregation and independent assortment to analyze patterns of inheritance. Identify traits that plants and animals, including humans, inherit. Environmental factors also affect expression of traits, and hence affect the probability of occurrences of traits in a population. Thus the variation and distribution of traits observed depends on both genetic and environmental factors. (HS-LS3-2),(HS-LS3-3) Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. Use Mendel's laws of segregation and independent assortment to analyze patterns of inheritance. Identify traits that plants and animals, including humans, inherit. Test: Introduction to Genetics Curriculum Standards: Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Model chromosome progression through meiosis and fertilization in order to argue how the processes of sexual reproduction lead to both genetic similarities and variation in diploid organisms. Compare and contrast the processes of sexual and asexual reproduction, identifying the advantages and disadvantages of each. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. (HS-LS3-2) Use Mendel's laws of segregation and independent assortment to analyze patterns of inheritance. Use Mendel's laws of segregation and independent assortment to analyze patterns of inheritance. Identify traits that plants and animals, including humans, inherit. Environmental factors also affect expression of traits, and hence affect the probability of occurrences of traits in a population. Thus the variation and distribution of traits observed depends on both genetic and environmental factors. (HS-LS3-2),(HS-LS3-3) Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. Use Mendel's laws of segregation and independent assortment to analyze patterns of inheritance. Identify traits that plants and animals, including humans, inherit. eText: FL End-of-Course Test Practice: Introduction to Genetics Curriculum Standards: Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Model chromosome progression through meiosis and fertilization in order to argue how the processes of sexual reproduction lead to both genetic similarities and variation in diploid organisms. Compare and contrast the processes of sexual and asexual reproduction, identifying the advantages and disadvantages of each. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. (HS-LS3-2) Describe how mutation and genetic recombination increase genetic variation. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment's limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. (HS-LS4-2) Describe how mutation and genetic recombination increase genetic variation. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Genetic information is passed from generation to generation by DNA in all organisms and accounts for similarities in related individuals. Recognize that characteristics of the offspring of living things are sometimes different from their parents. Recognize characteristics (traits) that offspring inherit from parents. Recognize similar characteristics (traits) between a child and parents, such as hair, eye, and skin color, or height. Use Mendel's laws of segregation and independent assortment to analyze patterns of inheritance. Use Mendel's laws of segregation and independent assortment to analyze patterns of inheritance. In multicellular organisms, individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. (HS-LS1-4) Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species' characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function. (HS-LS3-1) Identify traits that plants and animals, including humans, inherit. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. Recognize that changes in the genes of a species can affect the characteristics of their offspring. Identify that genes are sets of instructions that determine which characteristics are passed from parent to offspring. Environmental factors also affect expression of traits, and hence affect the probability of occurrences of traits in a population. Thus the variation and distribution of traits observed depends on both genetic and environmental factors. (HS-LS3-2),(HS-LS3-3) Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). Describe how mutation and genetic recombination increase genetic variation. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Genetic information is passed from generation to generation by DNA in all organisms and accounts for similarities in related individuals. Recognize that characteristics of the offspring of living things are sometimes different from their parents. Recognize characteristics (traits) that offspring inherit from parents. Recognize similar characteristics (traits) between a child and parents, such as hair, eye, and skin color, or height. Use Mendel's laws of segregation and independent assortment to analyze patterns of inheritance. Identify traits that plants and animals, including humans, inherit. Recognize that changes in the genes of a species can affect the characteristics of their offspring. Identify that genes are sets of instructions that determine which characteristics are passed from parent to offspring. Editable FL EOC Test: Introduction to Genetics Curriculum Standards: Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Model chromosome progression through meiosis and fertilization in order to argue how the processes of sexual reproduction lead to both genetic similarities and variation in diploid organisms. Compare and contrast the processes of sexual and asexual reproduction, identifying the advantages and disadvantages of each. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. (HS-LS3-2) Describe how mutation and genetic recombination increase genetic variation. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment's limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. (HS-LS4-2) Describe how mutation and genetic recombination increase genetic variation. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Genetic information is passed from generation to generation by DNA in all organisms and accounts for similarities in related individuals. Recognize that characteristics of the offspring of living things are sometimes different from their parents. Recognize characteristics (traits) that offspring inherit from parents. Recognize similar characteristics (traits) between a child and parents, such as hair, eye, and skin color, or height. Use Mendel's laws of segregation and independent assortment to analyze patterns of inheritance. Use Mendel's laws of segregation and independent assortment to analyze patterns of inheritance. In multicellular organisms, individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. (HS-LS1-4) Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species' characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function. (HS-LS3-1) Identify traits that plants and animals, including humans, inherit. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. Recognize that changes in the genes of a species can affect the characteristics of their offspring. Identify that genes are sets of instructions that determine which characteristics are passed from parent to offspring. Environmental factors also affect expression of traits, and hence affect the probability of occurrences of traits in a population. Thus the variation and distribution of traits observed depends on both genetic and environmental factors. (HS-LS3-2),(HS-LS3-3) Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). Describe how mutation and genetic recombination increase genetic variation. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Genetic information is passed from generation to generation by DNA in all organisms and accounts for similarities in related individuals. Recognize that characteristics of the offspring of living things are sometimes different from their parents. Recognize characteristics (traits) that offspring inherit from parents. Recognize similar characteristics (traits) between a child and parents, such as hair, eye, and skin color, or height. Use Mendel's laws of segregation and independent assortment to analyze patterns of inheritance. Identify traits that plants and animals, including humans, inherit. Recognize that changes in the genes of a species can affect the characteristics of their offspring. Identify that genes are sets of instructions that determine which characteristics are passed from parent to offspring. FL End-of-Course Test Practice: Introduction to Genetics Curriculum Standards: Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Model chromosome progression through meiosis and fertilization in order to argue how the processes of sexual reproduction lead to both genetic similarities and variation in diploid organisms. Compare and contrast the processes of sexual and asexual reproduction, identifying the advantages and disadvantages of each. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. (HS-LS3-2) Describe how mutation and genetic recombination increase genetic variation. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment's limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. (HS-LS4-2) Describe how mutation and genetic recombination increase genetic variation. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Genetic information is passed from generation to generation by DNA in all organisms and accounts for similarities in related individuals. Recognize that characteristics of the offspring of living things are sometimes different from their parents. Recognize characteristics (traits) that offspring inherit from parents. Recognize similar characteristics (traits) between a child and parents, such as hair, eye, and skin color, or height. Use Mendel's laws of segregation and independent assortment to analyze patterns of inheritance. Use Mendel's laws of segregation and independent assortment to analyze patterns of inheritance. In multicellular organisms, individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. (HS-LS1-4) Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species' characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function. (HS-LS3-1) Identify traits that plants and animals, including humans, inherit. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. Recognize that changes in the genes of a species can affect the characteristics of their offspring. Identify that genes are sets of instructions that determine which characteristics are passed from parent to offspring. Environmental factors also affect expression of traits, and hence affect the probability of occurrences of traits in a population. Thus the variation and distribution of traits observed depends on both genetic and environmental factors. (HS-LS3-2),(HS-LS3-3) Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). Describe how mutation and genetic recombination increase genetic variation. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Genetic information is passed from generation to generation by DNA in all organisms and accounts for similarities in related individuals. Recognize that characteristics of the offspring of living things are sometimes different from their parents. Recognize characteristics (traits) that offspring inherit from parents. Recognize similar characteristics (traits) between a child and parents, such as hair, eye, and skin color, or height. Use Mendel's laws of segregation and independent assortment to analyze patterns of inheritance. Identify traits that plants and animals, including humans, inherit. Recognize that changes in the genes of a species can affect the characteristics of their offspring. Identify that genes are sets of instructions that determine which characteristics are passed from parent to offspring. Enrichment: Introduction to Genetics HHMI Enrichment Video: The Making of the Fittest: Evolving Switches, Evolving Bodies (Stickleback) - Part 1 HHMI Enrichment Video: The Making of the Fittest: Evolving Switches, Evolving Bodies (Stickleback) - Part 2 HHMI Enrichment Video: The Making of the Fittest: Evolving Switches, Evolving Bodies (Stickleback) - Part 3 HHMI Enrichment Video: Evolving Switches Student Quiz HHMI Enrichment Activity: Using Crosses to Analyze a Stickleback Trait HHMI Enrichment Activity: Using Genetic Crosses F1 Stickleback Cards HHMI Enrichment Activity: Using Genetic Crosses F2 Stickleback Cards Chapter 13: DNA Chapter Opener: DNA eText: DNA Curriculum Standards: Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Identify the major parts of plant and animal cells, including the cell membrane, nucleus, and cytoplasm, and their basic functions. 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). Analyze data using tools, technologies, and/or models in order to make valid and reliable scientific claims or determine an optimal design solution. 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Demonstrate how DNA sequence information is decoded through transcriptional and translational processes within the cell in order to synthesize proteins. Examine the relationship of structure and function of various types of RNA and the importance of this relationship in these processes. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Cells have characteristic structures and functions that make them distinctive. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). 5. Plan investigations, (Design and evaluate a scientific investigation). Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data and refine the design accordingly. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Describe how scientific inferences are drawn from scientific observations and provide examples from the content being studied. Describe how scientific inferences are drawn from scientific observations and provide examples from the content being studied. 10. Communicate results of scientific investigations, and 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. Identify that parts of cells (organelles) can combine to work together. Evaluate comparative models of various cell types with a focus on organic molecules that make up cellular structures. Integrate evidence to develop a structural model of a DNA molecule. Using the model, develop and communicate an explanation for how DNA serves as a template for self-replication and encodes biological information. 11. Evaluate the merits of the explanations produced by others. 11. Evaluate the merits of the explanations produced by others. Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. a. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. a. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from or supports the argument presented. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). e. Provide a concluding statement or section that follows from or supports the argument presented. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers. d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers. Evaluate evidence behind currently accepted explanations or solutions to determine the merits of arguments. b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience???s knowledge of the topic. b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience' knowledge of the topic. Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. Construct an explanation based on valid and reliable evidence obtained from a variety of sources (including students' own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. Describe how mutation and genetic recombination increase genetic variation. Explain how protein formation results in phenotypic variation and discuss how changes in DNA can lead to somatic or germ line mutations. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. (HS-LS3-2) Describe how mutation and genetic recombination increase genetic variation. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Evaluate the validity and reliability of multiple claims, methods, and/or designs that appear in scientific and technical texts or media reports, verifying the data when possible. Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Identify the major parts of plant and animal cells, including the cell membrane, nucleus, and cytoplasm, and their basic functions. 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Cells have characteristic structures and functions that make them distinctive. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Describe how scientific inferences are drawn from scientific observations and provide examples from the content being studied. 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. Identify that parts of cells (organelles) can combine to work together. 11. Evaluate the merits of the explanations produced by others. Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. a. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from or supports the argument presented. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers. b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience_?_s knowledge of the topic. Describe how mutation and genetic recombination increase genetic variation. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Biology Foundations: DNA Curriculum Standards: Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Identify the major parts of plant and animal cells, including the cell membrane, nucleus, and cytoplasm, and their basic functions. 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). Analyze data using tools, technologies, and/or models in order to make valid and reliable scientific claims or determine an optimal design solution. 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Demonstrate how DNA sequence information is decoded through transcriptional and translational processes within the cell in order to synthesize proteins. Examine the relationship of structure and function of various types of RNA and the importance of this relationship in these processes. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Cells have characteristic structures and functions that make them distinctive. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). 5. Plan investigations, (Design and evaluate a scientific investigation). Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data and refine the design accordingly. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Describe how scientific inferences are drawn from scientific observations and provide examples from the content being studied. Describe how scientific inferences are drawn from scientific observations and provide examples from the content being studied. 10. Communicate results of scientific investigations, and 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. Identify that parts of cells (organelles) can combine to work together. Evaluate comparative models of various cell types with a focus on organic molecules that make up cellular structures. Integrate evidence to develop a structural model of a DNA molecule. Using the model, develop and communicate an explanation for how DNA serves as a template for self-replication and encodes biological information. 11. Evaluate the merits of the explanations produced by others. 11. Evaluate the merits of the explanations produced by others. Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. a. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. a. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from or supports the argument presented. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). e. Provide a concluding statement or section that follows from or supports the argument presented. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers. d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers. Evaluate evidence behind currently accepted explanations or solutions to determine the merits of arguments. b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience???s knowledge of the topic. b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience' knowledge of the topic. Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. Construct an explanation based on valid and reliable evidence obtained from a variety of sources (including students' own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. Describe how mutation and genetic recombination increase genetic variation. Explain how protein formation results in phenotypic variation and discuss how changes in DNA can lead to somatic or germ line mutations. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. (HS-LS3-2) Describe how mutation and genetic recombination increase genetic variation. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Evaluate the validity and reliability of multiple claims, methods, and/or designs that appear in scientific and technical texts or media reports, verifying the data when possible. Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Identify the major parts of plant and animal cells, including the cell membrane, nucleus, and cytoplasm, and their basic functions. 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Cells have characteristic structures and functions that make them distinctive. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Describe how scientific inferences are drawn from scientific observations and provide examples from the content being studied. 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. Identify that parts of cells (organelles) can combine to work together. 11. Evaluate the merits of the explanations produced by others. Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. a. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from or supports the argument presented. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers. b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience_?_s knowledge of the topic. Describe how mutation and genetic recombination increase genetic variation. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Lesson 1: Identifying the Substance of Genes Connect Class Discussion: What Is DNA? Investigate eText: Identifying the Substance of the Gene Curriculum Standards: Describe how scientific inferences are drawn from scientific observations and provide examples from the content being studied. Describe how scientific inferences are drawn from scientific observations and provide examples from the content being studied. Describe how scientific inferences are drawn from scientific observations and provide examples from the content being studied. Interactivity: Substance in Genes Curriculum Standards: Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Integrate evidence to develop a structural model of a DNA molecule. Using the model, develop and communicate an explanation for how DNA serves as a template for self-replication and encodes biological information. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Spanish Workbook: Identifying the Substance of Genes Editable Presentation: Identifying the Substance of Genes Synthesize Simulation: Experiments with DNA Curriculum Standards: Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Integrate evidence to develop a structural model of a DNA molecule. Using the model, develop and communicate an explanation for how DNA serves as a template for self-replication and encodes biological information. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Forensics Lab: Using DNA to Identify Species Curriculum Standards: 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). Analyze data using tools, technologies, and/or models in order to make valid and reliable scientific claims or determine an optimal design solution. 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). 5. Plan investigations, (Design and evaluate a scientific investigation). Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data and refine the design accordingly. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 10. Communicate results of scientific investigations, and 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. 11. Evaluate the merits of the explanations produced by others. 11. Evaluate the merits of the explanations produced by others. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. Identify a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Identify a scientific question 2. Examine reliable sources of information to identify what is already known 3. Develop a possible explanation (hypothesis) 4. Plan and carry out an experiment 5. Gather data based on measurement and observations 6. Evaluate the data 7. Use the data to support reasonable explanations, inferences, and conclusions. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. Evaluate evidence behind currently accepted explanations or solutions to determine the merits of arguments. Construct an explanation based on valid and reliable evidence obtained from a variety of sources (including students' own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Evaluate the validity and reliability of multiple claims, methods, and/or designs that appear in scientific and technical texts or media reports, verifying the data when possible. 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. 11. Evaluate the merits of the explanations produced by others. Identify a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Identify a scientific question 2. Examine reliable sources of information to identify what is already known 3. Develop a possible explanation (hypothesis) 4. Plan and carry out an experiment 5. Gather data based on measurement and observations 6. Evaluate the data 7. Use the data to support reasonable explanations, inferences, and conclusions. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Foundations Forensics Lab: Using DNA to Identify Species Curriculum Standards: 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). Analyze data using tools, technologies, and/or models in order to make valid and reliable scientific claims or determine an optimal design solution. 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). 5. Plan investigations, (Design and evaluate a scientific investigation). Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data and refine the design accordingly. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 10. Communicate results of scientific investigations, and 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. 11. Evaluate the merits of the explanations produced by others. 11. Evaluate the merits of the explanations produced by others. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. Identify a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Identify a scientific question 2. Examine reliable sources of information to identify what is already known 3. Develop a possible explanation (hypothesis) 4. Plan and carry out an experiment 5. Gather data based on measurement and observations 6. Evaluate the data 7. Use the data to support reasonable explanations, inferences, and conclusions. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. Evaluate evidence behind currently accepted explanations or solutions to determine the merits of arguments. Construct an explanation based on valid and reliable evidence obtained from a variety of sources (including students' own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Evaluate the validity and reliability of multiple claims, methods, and/or designs that appear in scientific and technical texts or media reports, verifying the data when possible. 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. 11. Evaluate the merits of the explanations produced by others. Identify a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Identify a scientific question 2. Examine reliable sources of information to identify what is already known 3. Develop a possible explanation (hypothesis) 4. Plan and carry out an experiment 5. Gather data based on measurement and observations 6. Evaluate the data 7. Use the data to support reasonable explanations, inferences, and conclusions. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Demonstrate eText: Lesson Review: Identifying the Substance of the Gene Curriculum Standards: Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells. All cells contain genetic information in the form of DNA molecules. Genes are regions in the DNA that contain the instructions that code for the formation of proteins, which carry out most of the work of cells. (HS-LS1-1) DNA stores and transmits genetic information. Genes are sets of instructions encoded in the structure of DNA. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Recognize that all organisms have a substance called DNA with unique information. DNA stores and transmits genetic information. Genes are sets of instructions encoded in the structure of DNA. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Recognize that all organisms have a substance called DNA with unique information. Quiz Review: Identifying the Substance of the Gene Curriculum Standards: Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells. All cells contain genetic information in the form of DNA molecules. Genes are regions in the DNA that contain the instructions that code for the formation of proteins, which carry out most of the work of cells. (HS-LS1-1) DNA stores and transmits genetic information. Genes are sets of instructions encoded in the structure of DNA. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Recognize that all organisms have a substance called DNA with unique information. DNA stores and transmits genetic information. Genes are sets of instructions encoded in the structure of DNA. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Recognize that all organisms have a substance called DNA with unique information. Editable Quiz: Identifying the Substance of the Gene Curriculum Standards: Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells. All cells contain genetic information in the form of DNA molecules. Genes are regions in the DNA that contain the instructions that code for the formation of proteins, which carry out most of the work of cells. (HS-LS1-1) DNA stores and transmits genetic information. Genes are sets of instructions encoded in the structure of DNA. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Recognize that all organisms have a substance called DNA with unique information. DNA stores and transmits genetic information. Genes are sets of instructions encoded in the structure of DNA. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Recognize that all organisms have a substance called DNA with unique information. Quiz: Identifying the Substance of the Gene Curriculum Standards: Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells. All cells contain genetic information in the form of DNA molecules. Genes are regions in the DNA that contain the instructions that code for the formation of proteins, which carry out most of the work of cells. (HS-LS1-1) DNA stores and transmits genetic information. Genes are sets of instructions encoded in the structure of DNA. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Recognize that all organisms have a substance called DNA with unique information. DNA stores and transmits genetic information. Genes are sets of instructions encoded in the structure of DNA. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Recognize that all organisms have a substance called DNA with unique information. Lesson 2: The Structure of DNA Connect Class Discussion: Shared Structure of DNA Investigate eText: The Structure of DNA Curriculum Standards: Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Demonstrate how DNA sequence information is decoded through transcriptional and translational processes within the cell in order to synthesize proteins. Examine the relationship of structure and function of various types of RNA and the importance of this relationship in these processes. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Integrate evidence to develop a structural model of a DNA molecule. Using the model, develop and communicate an explanation for how DNA serves as a template for self-replication and encodes biological information. Describe how mutation and genetic recombination increase genetic variation. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain how protein formation results in phenotypic variation and discuss how changes in DNA can lead to somatic or germ line mutations. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. (HS-LS3-2) Describe how mutation and genetic recombination increase genetic variation. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Describe how mutation and genetic recombination increase genetic variation. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Analyzing Data: Chargaff's Rule Curriculum Standards: Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Integrate evidence to develop a structural model of a DNA molecule. Using the model, develop and communicate an explanation for how DNA serves as a template for self-replication and encodes biological information. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Interactivity: DNA Structure Curriculum Standards: Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Integrate evidence to develop a structural model of a DNA molecule. Using the model, develop and communicate an explanation for how DNA serves as a template for self-replication and encodes biological information. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Spanish Workbook: The Structure of DNA Editable Presentation: The Structure of DNA Synthesize Interactive Video: Analyzing DNA Structure Curriculum Standards: Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Integrate evidence to develop a structural model of a DNA molecule. Using the model, develop and communicate an explanation for how DNA serves as a template for self-replication and encodes biological information. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Demonstrate eText: Lesson Review: The Structure of DNA Curriculum Standards: Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells. All cells contain genetic information in the form of DNA molecules. Genes are regions in the DNA that contain the instructions that code for the formation of proteins, which carry out most of the work of cells. (HS-LS1-1) DNA stores and transmits genetic information. Genes are sets of instructions encoded in the structure of DNA. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Recognize that all organisms have a substance called DNA with unique information. DNA stores and transmits genetic information. Genes are sets of instructions encoded in the structure of DNA. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Recognize that all organisms have a substance called DNA with unique information. Quiz Review: The Structure of DNA Curriculum Standards: Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells. All cells contain genetic information in the form of DNA molecules. Genes are regions in the DNA that contain the instructions that code for the formation of proteins, which carry out most of the work of cells. (HS-LS1-1) DNA stores and transmits genetic information. Genes are sets of instructions encoded in the structure of DNA. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Recognize that all organisms have a substance called DNA with unique information. DNA stores and transmits genetic information. Genes are sets of instructions encoded in the structure of DNA. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Recognize that all organisms have a substance called DNA with unique information. Editable Quiz: The Structure of DNA Curriculum Standards: Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells. All cells contain genetic information in the form of DNA molecules. Genes are regions in the DNA that contain the instructions that code for the formation of proteins, which carry out most of the work of cells. (HS-LS1-1) DNA stores and transmits genetic information. Genes are sets of instructions encoded in the structure of DNA. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Recognize that all organisms have a substance called DNA with unique information. DNA stores and transmits genetic information. Genes are sets of instructions encoded in the structure of DNA. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Recognize that all organisms have a substance called DNA with unique information. Quiz: The Structure of DNA Curriculum Standards: Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells. All cells contain genetic information in the form of DNA molecules. Genes are regions in the DNA that contain the instructions that code for the formation of proteins, which carry out most of the work of cells. (HS-LS1-1) DNA stores and transmits genetic information. Genes are sets of instructions encoded in the structure of DNA. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Recognize that all organisms have a substance called DNA with unique information. DNA stores and transmits genetic information. Genes are sets of instructions encoded in the structure of DNA. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Recognize that all organisms have a substance called DNA with unique information. Lesson 3: DNA Replication Connect Inquiry Warm-Up Lab: A Perfect Copy Curriculum Standards: Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Integrate evidence to develop a structural model of a DNA molecule. Using the model, develop and communicate an explanation for how DNA serves as a template for self-replication and encodes biological information. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Investigate eText: DNA Replication Curriculum Standards: Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Identify the major parts of plant and animal cells, including the cell membrane, nucleus, and cytoplasm, and their basic functions. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Demonstrate how DNA sequence information is decoded through transcriptional and translational processes within the cell in order to synthesize proteins. Examine the relationship of structure and function of various types of RNA and the importance of this relationship in these processes. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Cells have characteristic structures and functions that make them distinctive. Identify that parts of cells (organelles) can combine to work together. Evaluate comparative models of various cell types with a focus on organic molecules that make up cellular structures. Integrate evidence to develop a structural model of a DNA molecule. Using the model, develop and communicate an explanation for how DNA serves as a template for self-replication and encodes biological information. Describe how mutation and genetic recombination increase genetic variation. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain how protein formation results in phenotypic variation and discuss how changes in DNA can lead to somatic or germ line mutations. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. (HS-LS3-2) Describe how mutation and genetic recombination increase genetic variation. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Identify the major parts of plant and animal cells, including the cell membrane, nucleus, and cytoplasm, and their basic functions. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Cells have characteristic structures and functions that make them distinctive. Identify that parts of cells (organelles) can combine to work together. Describe how mutation and genetic recombination increase genetic variation. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Interactivity: DNA Replication Curriculum Standards: Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Integrate evidence to develop a structural model of a DNA molecule. Using the model, develop and communicate an explanation for how DNA serves as a template for self-replication and encodes biological information. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Quick Lab: Modeling DNA Replication Curriculum Standards: Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Demonstrate how DNA sequence information is decoded through transcriptional and translational processes within the cell in order to synthesize proteins. Examine the relationship of structure and function of various types of RNA and the importance of this relationship in these processes. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Integrate evidence to develop a structural model of a DNA molecule. Using the model, develop and communicate an explanation for how DNA serves as a template for self-replication and encodes biological information. Describe how mutation and genetic recombination increase genetic variation. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain how protein formation results in phenotypic variation and discuss how changes in DNA can lead to somatic or germ line mutations. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. (HS-LS3-2) Describe how mutation and genetic recombination increase genetic variation. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Describe how mutation and genetic recombination increase genetic variation. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Spanish Workbook: DNA Replication Editable Presentation: DNA Replication Synthesize Science Skills Activity: Replicating DNA Curriculum Standards: Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Demonstrate how DNA sequence information is decoded through transcriptional and translational processes within the cell in order to synthesize proteins. Examine the relationship of structure and function of various types of RNA and the importance of this relationship in these processes. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Integrate evidence to develop a structural model of a DNA molecule. Using the model, develop and communicate an explanation for how DNA serves as a template for self-replication and encodes biological information. Describe how mutation and genetic recombination increase genetic variation. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain how protein formation results in phenotypic variation and discuss how changes in DNA can lead to somatic or germ line mutations. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. (HS-LS3-2) Describe how mutation and genetic recombination increase genetic variation. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Describe how mutation and genetic recombination increase genetic variation. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Science Skills Worksheet: Replicating DNA Curriculum Standards: Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Demonstrate how DNA sequence information is decoded through transcriptional and translational processes within the cell in order to synthesize proteins. Examine the relationship of structure and function of various types of RNA and the importance of this relationship in these processes. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Integrate evidence to develop a structural model of a DNA molecule. Using the model, develop and communicate an explanation for how DNA serves as a template for self-replication and encodes biological information. Describe how mutation and genetic recombination increase genetic variation. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain how protein formation results in phenotypic variation and discuss how changes in DNA can lead to somatic or germ line mutations. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. (HS-LS3-2) Describe how mutation and genetic recombination increase genetic variation. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Describe how mutation and genetic recombination increase genetic variation. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Demonstrate eText: Lesson Review: DNA Replication Curriculum Standards: Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Explain how and why the genetic code is universal and is common to almost all organisms. Explain how and why the genetic code is universal and is common to almost all organisms. Recognize that all organisms have a substance called DNA with unique information. Integrate evidence to develop a structural model of a DNA molecule. Using the model, develop and communicate an explanation for how DNA serves as a template for self-replication and encodes biological information. Describe how mutation and genetic recombination increase genetic variation. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain how protein formation results in phenotypic variation and discuss how changes in DNA can lead to somatic or germ line mutations. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. (HS-LS3-2) Describe how mutation and genetic recombination increase genetic variation. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Explain how and why the genetic code is universal and is common to almost all organisms. Recognize that all organisms have a substance called DNA with unique information. Describe how mutation and genetic recombination increase genetic variation. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Quiz Review: DNA Replication Curriculum Standards: Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Explain how and why the genetic code is universal and is common to almost all organisms. Explain how and why the genetic code is universal and is common to almost all organisms. Recognize that all organisms have a substance called DNA with unique information. Integrate evidence to develop a structural model of a DNA molecule. Using the model, develop and communicate an explanation for how DNA serves as a template for self-replication and encodes biological information. Describe how mutation and genetic recombination increase genetic variation. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain how protein formation results in phenotypic variation and discuss how changes in DNA can lead to somatic or germ line mutations. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. (HS-LS3-2) Describe how mutation and genetic recombination increase genetic variation. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Explain how and why the genetic code is universal and is common to almost all organisms. Recognize that all organisms have a substance called DNA with unique information. Describe how mutation and genetic recombination increase genetic variation. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Editable Quiz: DNA Replication Curriculum Standards: Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Explain how and why the genetic code is universal and is common to almost all organisms. Explain how and why the genetic code is universal and is common to almost all organisms. Recognize that all organisms have a substance called DNA with unique information. Integrate evidence to develop a structural model of a DNA molecule. Using the model, develop and communicate an explanation for how DNA serves as a template for self-replication and encodes biological information. Describe how mutation and genetic recombination increase genetic variation. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain how protein formation results in phenotypic variation and discuss how changes in DNA can lead to somatic or germ line mutations. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. (HS-LS3-2) Describe how mutation and genetic recombination increase genetic variation. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Explain how and why the genetic code is universal and is common to almost all organisms. Recognize that all organisms have a substance called DNA with unique information. Describe how mutation and genetic recombination increase genetic variation. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Quiz: DNA Replication Curriculum Standards: Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Explain how and why the genetic code is universal and is common to almost all organisms. Explain how and why the genetic code is universal and is common to almost all organisms. Recognize that all organisms have a substance called DNA with unique information. Integrate evidence to develop a structural model of a DNA molecule. Using the model, develop and communicate an explanation for how DNA serves as a template for self-replication and encodes biological information. Describe how mutation and genetic recombination increase genetic variation. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain how protein formation results in phenotypic variation and discuss how changes in DNA can lead to somatic or germ line mutations. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. (HS-LS3-2) Describe how mutation and genetic recombination increase genetic variation. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Explain how and why the genetic code is universal and is common to almost all organisms. Recognize that all organisms have a substance called DNA with unique information. Describe how mutation and genetic recombination increase genetic variation. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Chapter Close: DNA eText: Case Study Wrap-Up: Living Things Don't Carry ID Cards...or Do They? Curriculum Standards: Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Demonstrate how DNA sequence information is decoded through transcriptional and translational processes within the cell in order to synthesize proteins. Examine the relationship of structure and function of various types of RNA and the importance of this relationship in these processes. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Integrate evidence to develop a structural model of a DNA molecule. Using the model, develop and communicate an explanation for how DNA serves as a template for self-replication and encodes biological information. Describe how mutation and genetic recombination increase genetic variation. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain how protein formation results in phenotypic variation and discuss how changes in DNA can lead to somatic or germ line mutations. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. (HS-LS3-2) Describe how mutation and genetic recombination increase genetic variation. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Describe how mutation and genetic recombination increase genetic variation. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Career Video: Food Safety Inspector eText: Chapter 13 Study Guide Curriculum Standards: Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells. All cells contain genetic information in the form of DNA molecules. Genes are regions in the DNA that contain the instructions that code for the formation of proteins, which carry out most of the work of cells. (HS-LS1-1) DNA stores and transmits genetic information. Genes are sets of instructions encoded in the structure of DNA. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Explain how and why the genetic code is universal and is common to almost all organisms. Explain how and why the genetic code is universal and is common to almost all organisms. Recognize that all organisms have a substance called DNA with unique information. Integrate evidence to develop a structural model of a DNA molecule. Using the model, develop and communicate an explanation for how DNA serves as a template for self-replication and encodes biological information. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Describe how mutation and genetic recombination increase genetic variation. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain how protein formation results in phenotypic variation and discuss how changes in DNA can lead to somatic or germ line mutations. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. (HS-LS3-2) Describe how mutation and genetic recombination increase genetic variation. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. DNA stores and transmits genetic information. Genes are sets of instructions encoded in the structure of DNA. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Explain how and why the genetic code is universal and is common to almost all organisms. Recognize that all organisms have a substance called DNA with unique information. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Describe how mutation and genetic recombination increase genetic variation. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. eText: Performance-Based Assessment: An Eight-Hour Task: How Does DNA Replicate So Quickly? Curriculum Standards: Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Demonstrate how DNA sequence information is decoded through transcriptional and translational processes within the cell in order to synthesize proteins. Examine the relationship of structure and function of various types of RNA and the importance of this relationship in these processes. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Integrate evidence to develop a structural model of a DNA molecule. Using the model, develop and communicate an explanation for how DNA serves as a template for self-replication and encodes biological information. Describe how mutation and genetic recombination increase genetic variation. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain how protein formation results in phenotypic variation and discuss how changes in DNA can lead to somatic or germ line mutations. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. (HS-LS3-2) Describe how mutation and genetic recombination increase genetic variation. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Describe how mutation and genetic recombination increase genetic variation. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. eText: Chapter 13 Assessment Curriculum Standards: Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells. All cells contain genetic information in the form of DNA molecules. Genes are regions in the DNA that contain the instructions that code for the formation of proteins, which carry out most of the work of cells. (HS-LS1-1) DNA stores and transmits genetic information. Genes are sets of instructions encoded in the structure of DNA. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Explain how and why the genetic code is universal and is common to almost all organisms. Explain how and why the genetic code is universal and is common to almost all organisms. Recognize that all organisms have a substance called DNA with unique information. Integrate evidence to develop a structural model of a DNA molecule. Using the model, develop and communicate an explanation for how DNA serves as a template for self-replication and encodes biological information. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Describe how mutation and genetic recombination increase genetic variation. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain how protein formation results in phenotypic variation and discuss how changes in DNA can lead to somatic or germ line mutations. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. (HS-LS3-2) Describe how mutation and genetic recombination increase genetic variation. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. DNA stores and transmits genetic information. Genes are sets of instructions encoded in the structure of DNA. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Explain how and why the genetic code is universal and is common to almost all organisms. Recognize that all organisms have a substance called DNA with unique information. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Describe how mutation and genetic recombination increase genetic variation. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Test Review: DNA Curriculum Standards: Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells. All cells contain genetic information in the form of DNA molecules. Genes are regions in the DNA that contain the instructions that code for the formation of proteins, which carry out most of the work of cells. (HS-LS1-1) DNA stores and transmits genetic information. Genes are sets of instructions encoded in the structure of DNA. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Explain how and why the genetic code is universal and is common to almost all organisms. Explain how and why the genetic code is universal and is common to almost all organisms. Recognize that all organisms have a substance called DNA with unique information. Integrate evidence to develop a structural model of a DNA molecule. Using the model, develop and communicate an explanation for how DNA serves as a template for self-replication and encodes biological information. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Describe how mutation and genetic recombination increase genetic variation. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain how protein formation results in phenotypic variation and discuss how changes in DNA can lead to somatic or germ line mutations. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. (HS-LS3-2) Describe how mutation and genetic recombination increase genetic variation. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. DNA stores and transmits genetic information. Genes are sets of instructions encoded in the structure of DNA. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Explain how and why the genetic code is universal and is common to almost all organisms. Recognize that all organisms have a substance called DNA with unique information. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Describe how mutation and genetic recombination increase genetic variation. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Editable Test: DNA Curriculum Standards: Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells. All cells contain genetic information in the form of DNA molecules. Genes are regions in the DNA that contain the instructions that code for the formation of proteins, which carry out most of the work of cells. (HS-LS1-1) DNA stores and transmits genetic information. Genes are sets of instructions encoded in the structure of DNA. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Explain how and why the genetic code is universal and is common to almost all organisms. Explain how and why the genetic code is universal and is common to almost all organisms. Recognize that all organisms have a substance called DNA with unique information. Integrate evidence to develop a structural model of a DNA molecule. Using the model, develop and communicate an explanation for how DNA serves as a template for self-replication and encodes biological information. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Describe how mutation and genetic recombination increase genetic variation. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain how protein formation results in phenotypic variation and discuss how changes in DNA can lead to somatic or germ line mutations. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. (HS-LS3-2) Describe how mutation and genetic recombination increase genetic variation. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. DNA stores and transmits genetic information. Genes are sets of instructions encoded in the structure of DNA. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Explain how and why the genetic code is universal and is common to almost all organisms. Recognize that all organisms have a substance called DNA with unique information. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Describe how mutation and genetic recombination increase genetic variation. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Test: DNA Curriculum Standards: Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells. All cells contain genetic information in the form of DNA molecules. Genes are regions in the DNA that contain the instructions that code for the formation of proteins, which carry out most of the work of cells. (HS-LS1-1) DNA stores and transmits genetic information. Genes are sets of instructions encoded in the structure of DNA. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Explain how and why the genetic code is universal and is common to almost all organisms. Explain how and why the genetic code is universal and is common to almost all organisms. Recognize that all organisms have a substance called DNA with unique information. Integrate evidence to develop a structural model of a DNA molecule. Using the model, develop and communicate an explanation for how DNA serves as a template for self-replication and encodes biological information. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Describe how mutation and genetic recombination increase genetic variation. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain how protein formation results in phenotypic variation and discuss how changes in DNA can lead to somatic or germ line mutations. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. (HS-LS3-2) Describe how mutation and genetic recombination increase genetic variation. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. DNA stores and transmits genetic information. Genes are sets of instructions encoded in the structure of DNA. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Explain how and why the genetic code is universal and is common to almost all organisms. Recognize that all organisms have a substance called DNA with unique information. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Describe how mutation and genetic recombination increase genetic variation. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. eText: FL End-of-Course Test Practice: DNA Curriculum Standards: Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells. All cells contain genetic information in the form of DNA molecules. Genes are regions in the DNA that contain the instructions that code for the formation of proteins, which carry out most of the work of cells. (HS-LS1-1) DNA stores and transmits genetic information. Genes are sets of instructions encoded in the structure of DNA. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Explain how and why the genetic code is universal and is common to almost all organisms. Explain how and why the genetic code is universal and is common to almost all organisms. Recognize that all organisms have a substance called DNA with unique information. Integrate evidence to develop a structural model of a DNA molecule. Using the model, develop and communicate an explanation for how DNA serves as a template for self-replication and encodes biological information. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Describe how mutation and genetic recombination increase genetic variation. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain how protein formation results in phenotypic variation and discuss how changes in DNA can lead to somatic or germ line mutations. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. (HS-LS3-2) Describe how mutation and genetic recombination increase genetic variation. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. DNA stores and transmits genetic information. Genes are sets of instructions encoded in the structure of DNA. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Explain how and why the genetic code is universal and is common to almost all organisms. Recognize that all organisms have a substance called DNA with unique information. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Describe how mutation and genetic recombination increase genetic variation. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Editable FL EOC Test: DNA Curriculum Standards: Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells. All cells contain genetic information in the form of DNA molecules. Genes are regions in the DNA that contain the instructions that code for the formation of proteins, which carry out most of the work of cells. (HS-LS1-1) DNA stores and transmits genetic information. Genes are sets of instructions encoded in the structure of DNA. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Explain how and why the genetic code is universal and is common to almost all organisms. Explain how and why the genetic code is universal and is common to almost all organisms. Recognize that all organisms have a substance called DNA with unique information. Integrate evidence to develop a structural model of a DNA molecule. Using the model, develop and communicate an explanation for how DNA serves as a template for self-replication and encodes biological information. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Describe how mutation and genetic recombination increase genetic variation. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain how protein formation results in phenotypic variation and discuss how changes in DNA can lead to somatic or germ line mutations. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. (HS-LS3-2) Describe how mutation and genetic recombination increase genetic variation. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. DNA stores and transmits genetic information. Genes are sets of instructions encoded in the structure of DNA. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Explain how and why the genetic code is universal and is common to almost all organisms. Recognize that all organisms have a substance called DNA with unique information. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Describe how mutation and genetic recombination increase genetic variation. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. FL End-of-Course Test Practice: DNA Curriculum Standards: Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells. All cells contain genetic information in the form of DNA molecules. Genes are regions in the DNA that contain the instructions that code for the formation of proteins, which carry out most of the work of cells. (HS-LS1-1) DNA stores and transmits genetic information. Genes are sets of instructions encoded in the structure of DNA. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Explain how and why the genetic code is universal and is common to almost all organisms. Explain how and why the genetic code is universal and is common to almost all organisms. Recognize that all organisms have a substance called DNA with unique information. Integrate evidence to develop a structural model of a DNA molecule. Using the model, develop and communicate an explanation for how DNA serves as a template for self-replication and encodes biological information. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Describe how mutation and genetic recombination increase genetic variation. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain how protein formation results in phenotypic variation and discuss how changes in DNA can lead to somatic or germ line mutations. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. (HS-LS3-2) Describe how mutation and genetic recombination increase genetic variation. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. DNA stores and transmits genetic information. Genes are sets of instructions encoded in the structure of DNA. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Explain how and why the genetic code is universal and is common to almost all organisms. Recognize that all organisms have a substance called DNA with unique information. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Describe how mutation and genetic recombination increase genetic variation. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Enrichment: DNA HHMI Enrichment Video: The Double Helix - Part 1 HHMI Enrichment Video: The Double Helix - Part 2 HHMI Enrichment Video: The Double Helix - Part 3 HHMI Enrichment Video: The Double Helix Student Quiz HHMI Enrichment Activity: Pulse Chase Primer: The Meselson-Stahl Experiment Chapter 14: RNA and Protein Synthesis Chapter Opener: RNA and Protein Synthesis eText: RNA and Protein Synthesis Curriculum Standards: Explain the basic processes of transcription and translation, and how they result in the expression of genes. Demonstrate how DNA sequence information is decoded through transcriptional and translational processes within the cell in order to synthesize proteins. Examine the relationship of structure and function of various types of RNA and the importance of this relationship in these processes. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). Identify sources of information and assess their reliability according to the strict standards of scientific investigation. Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). Obtain, evaluate, and communicate information on how molecular biotechnology may be used in a variety of fields. Analyze data using tools, technologies, and/or models in order to make valid and reliable scientific claims or determine an optimal design solution. 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, 3. Examine books and other sources of information to see what is already known, Analyze through research the cycling of matter in our biosphere and explain how biogeochemical cycles are critical for ecosystem function. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Describe how mutation and genetic recombination increase genetic variation. Describe how mutation and genetic recombination increase genetic variation. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). 5. Plan investigations, (Design and evaluate a scientific investigation). Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data and refine the design accordingly. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 10. Communicate results of scientific investigations, and 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. Explain how protein formation results in phenotypic variation and discuss how changes in DNA can lead to somatic or germ line mutations. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. 11. Evaluate the merits of the explanations produced by others. 11. Evaluate the merits of the explanations produced by others. Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts. Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Evaluate evidence behind currently accepted explanations or solutions to determine the merits of arguments. Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. Construct an explanation based on valid and reliable evidence obtained from a variety of sources (including students' own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. (HS-LS3-2) Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Evaluate the validity and reliability of multiple claims, methods, and/or designs that appear in scientific and technical texts or media reports, verifying the data when possible. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Describe how mutation and genetic recombination increase genetic variation. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. 11. Evaluate the merits of the explanations produced by others. Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Biology Foundations: RNA and Protein Synthesis Curriculum Standards: Explain the basic processes of transcription and translation, and how they result in the expression of genes. Demonstrate how DNA sequence information is decoded through transcriptional and translational processes within the cell in order to synthesize proteins. Examine the relationship of structure and function of various types of RNA and the importance of this relationship in these processes. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). Identify sources of information and assess their reliability according to the strict standards of scientific investigation. Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). Obtain, evaluate, and communicate information on how molecular biotechnology may be used in a variety of fields. Analyze data using tools, technologies, and/or models in order to make valid and reliable scientific claims or determine an optimal design solution. 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, 3. Examine books and other sources of information to see what is already known, Analyze through research the cycling of matter in our biosphere and explain how biogeochemical cycles are critical for ecosystem function. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Describe how mutation and genetic recombination increase genetic variation. Describe how mutation and genetic recombination increase genetic variation. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). 5. Plan investigations, (Design and evaluate a scientific investigation). Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data and refine the design accordingly. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 10. Communicate results of scientific investigations, and 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. Explain how protein formation results in phenotypic variation and discuss how changes in DNA can lead to somatic or germ line mutations. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. 11. Evaluate the merits of the explanations produced by others. 11. Evaluate the merits of the explanations produced by others. Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts. Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Evaluate evidence behind currently accepted explanations or solutions to determine the merits of arguments. Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. Construct an explanation based on valid and reliable evidence obtained from a variety of sources (including students' own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. (HS-LS3-2) Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Evaluate the validity and reliability of multiple claims, methods, and/or designs that appear in scientific and technical texts or media reports, verifying the data when possible. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Describe how mutation and genetic recombination increase genetic variation. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. 11. Evaluate the merits of the explanations produced by others. Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Lesson 1: RNA Connect Class Discussion: Information, Please Curriculum Standards: Explain the basic processes of transcription and translation, and how they result in the expression of genes. Demonstrate how DNA sequence information is decoded through transcriptional and translational processes within the cell in order to synthesize proteins. Examine the relationship of structure and function of various types of RNA and the importance of this relationship in these processes. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Investigate eText: RNA Curriculum Standards: Explain the basic processes of transcription and translation, and how they result in the expression of genes. Demonstrate how DNA sequence information is decoded through transcriptional and translational processes within the cell in order to synthesize proteins. Examine the relationship of structure and function of various types of RNA and the importance of this relationship in these processes. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Quick Lab: How Can You Model DNA and RNA? Curriculum Standards: Explain the basic processes of transcription and translation, and how they result in the expression of genes. Demonstrate how DNA sequence information is decoded through transcriptional and translational processes within the cell in order to synthesize proteins. Examine the relationship of structure and function of various types of RNA and the importance of this relationship in these processes. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Interactivity: DNA and RNA Curriculum Standards: Explain the basic processes of transcription and translation, and how they result in the expression of genes. Demonstrate how DNA sequence information is decoded through transcriptional and translational processes within the cell in order to synthesize proteins. Examine the relationship of structure and function of various types of RNA and the importance of this relationship in these processes. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Spanish Workbook: RNA Editable Presentation: RNA Synthesize Interactive Video: Reverse Transcription Curriculum Standards: Explain the basic processes of transcription and translation, and how they result in the expression of genes. Demonstrate how DNA sequence information is decoded through transcriptional and translational processes within the cell in order to synthesize proteins. Examine the relationship of structure and function of various types of RNA and the importance of this relationship in these processes. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Demonstrate eText: Lesson Review: RNA Curriculum Standards: Explain the basic processes of transcription and translation, and how they result in the expression of genes. Demonstrate how DNA sequence information is decoded through transcriptional and translational processes within the cell in order to synthesize proteins. Examine the relationship of structure and function of various types of RNA and the importance of this relationship in these processes. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Quiz Review: RNA Curriculum Standards: Explain the basic processes of transcription and translation, and how they result in the expression of genes. Demonstrate how DNA sequence information is decoded through transcriptional and translational processes within the cell in order to synthesize proteins. Examine the relationship of structure and function of various types of RNA and the importance of this relationship in these processes. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Editable Quiz: RNA Curriculum Standards: Explain the basic processes of transcription and translation, and how they result in the expression of genes. Demonstrate how DNA sequence information is decoded through transcriptional and translational processes within the cell in order to synthesize proteins. Examine the relationship of structure and function of various types of RNA and the importance of this relationship in these processes. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Quiz: RNA Curriculum Standards: Explain the basic processes of transcription and translation, and how they result in the expression of genes. Demonstrate how DNA sequence information is decoded through transcriptional and translational processes within the cell in order to synthesize proteins. Examine the relationship of structure and function of various types of RNA and the importance of this relationship in these processes. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Lesson 2: Ribosomes and Protein Synthesis Connect Discussion Board: The Flow of Information Investigate eText: Ribosomes and Protein Synthesis Curriculum Standards: Explain the basic processes of transcription and translation, and how they result in the expression of genes. Demonstrate how DNA sequence information is decoded through transcriptional and translational processes within the cell in order to synthesize proteins. Examine the relationship of structure and function of various types of RNA and the importance of this relationship in these processes. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain how and why the genetic code is universal and is common to almost all organisms. Evaluate scientific data collected from analysis of molecular sequences, fossil records, biogeography, and embryology. Identify chronological patterns of change and communicate that biological evolution is supported by multiple lines of empirical evidence that identify similarities inherited from a common ancestor (homologies). Explain how and why the genetic code is universal and is common to almost all organisms. Recognize that all organisms have a substance called DNA with unique information. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain how and why the genetic code is universal and is common to almost all organisms. Recognize that all organisms have a substance called DNA with unique information. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, Interactivity: The Genetic Code Curriculum Standards: Explain the basic processes of transcription and translation, and how they result in the expression of genes. Demonstrate how DNA sequence information is decoded through transcriptional and translational processes within the cell in order to synthesize proteins. Examine the relationship of structure and function of various types of RNA and the importance of this relationship in these processes. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Analyzing Data: Crack the Code Curriculum Standards: Explain how and why the genetic code is universal and is common to almost all organisms. Evaluate scientific data collected from analysis of molecular sequences, fossil records, biogeography, and embryology. Identify chronological patterns of change and communicate that biological evolution is supported by multiple lines of empirical evidence that identify similarities inherited from a common ancestor (homologies). Explain how and why the genetic code is universal and is common to almost all organisms. Recognize that all organisms have a substance called DNA with unique information. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, Explain how and why the genetic code is universal and is common to almost all organisms. Recognize that all organisms have a substance called DNA with unique information. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, Spanish Workbook: Ribosomes and Protein Synthesis Editable Presentation: Ribosomes and Protein Synthesis Synthesize Science Skills Activity: Where is RNA Made? And Where Does it Go? Curriculum Standards: Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain how protein formation results in phenotypic variation and discuss how changes in DNA can lead to somatic or germ line mutations. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Describe how mutation and genetic recombination increase genetic variation. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. (HS-LS3-2) Describe how mutation and genetic recombination increase genetic variation. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Describe how mutation and genetic recombination increase genetic variation. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Science Skills Worksheet: Where is RNA Made? And Where Does it Go? Curriculum Standards: Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain how protein formation results in phenotypic variation and discuss how changes in DNA can lead to somatic or germ line mutations. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Describe how mutation and genetic recombination increase genetic variation. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. (HS-LS3-2) Describe how mutation and genetic recombination increase genetic variation. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Describe how mutation and genetic recombination increase genetic variation. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Demonstrate eText: Lesson Review: Ribosomes and Protein Synthesis Curriculum Standards: Explain the basic processes of transcription and translation, and how they result in the expression of genes. Demonstrate how DNA sequence information is decoded through transcriptional and translational processes within the cell in order to synthesize proteins. Examine the relationship of structure and function of various types of RNA and the importance of this relationship in these processes. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Quiz Review: Ribosomes and Protein Synthesis Curriculum Standards: Explain the basic processes of transcription and translation, and how they result in the expression of genes. Demonstrate how DNA sequence information is decoded through transcriptional and translational processes within the cell in order to synthesize proteins. Examine the relationship of structure and function of various types of RNA and the importance of this relationship in these processes. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Editable Quiz: Ribosomes and Protein Synthesis Curriculum Standards: Explain the basic processes of transcription and translation, and how they result in the expression of genes. Demonstrate how DNA sequence information is decoded through transcriptional and translational processes within the cell in order to synthesize proteins. Examine the relationship of structure and function of various types of RNA and the importance of this relationship in these processes. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Quiz: Ribosomes and Protein Synthesis Curriculum Standards: Explain the basic processes of transcription and translation, and how they result in the expression of genes. Demonstrate how DNA sequence information is decoded through transcriptional and translational processes within the cell in order to synthesize proteins. Examine the relationship of structure and function of various types of RNA and the importance of this relationship in these processes. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Lesson 3: Gene Regulation and Expression Connect Class Discussion: Regulation of Protein Synthesis Investigate eText: Gene Regulation and Expression Curriculum Standards: Explain the basic processes of transcription and translation, and how they result in the expression of genes. Demonstrate how DNA sequence information is decoded through transcriptional and translational processes within the cell in order to synthesize proteins. Examine the relationship of structure and function of various types of RNA and the importance of this relationship in these processes. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Interactivity: Gene Regulation Curriculum Standards: Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. In multicellular organisms, individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. (HS-LS1-4) Spanish Workbook: Gene Regulation and Expression Editable Presentation: Gene Regulation and Expression Synthesize PBL Interactivity: Zika and Genetically-Modified Mosquitoes Curriculum Standards: Explain the basic processes of transcription and translation, and how they result in the expression of genes. Demonstrate how DNA sequence information is decoded through transcriptional and translational processes within the cell in order to synthesize proteins. Examine the relationship of structure and function of various types of RNA and the importance of this relationship in these processes. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), PBL Interactivity Worksheet: Zika and Genetically-Modified Mosquitos. Curriculum Standards: Explain the basic processes of transcription and translation, and how they result in the expression of genes. Demonstrate how DNA sequence information is decoded through transcriptional and translational processes within the cell in order to synthesize proteins. Examine the relationship of structure and function of various types of RNA and the importance of this relationship in these processes. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Demonstrate eText: Lesson Review: Gene Regulation and Expression Quiz Review: Gene Regulation and Expression Editable Quiz: Gene Regulation and Expression Quiz: Gene Regulation and Expression Lesson 4: Mutations Connect Inquiry Warm-Up Lab: The Effects of Mutations Curriculum Standards: Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Describe how mutation and genetic recombination increase genetic variation. Describe how mutation and genetic recombination increase genetic variation. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 7. Pose answers, explanations, or descriptions of events, Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 7. Pose answers, explanations, or descriptions of events, Explain how protein formation results in phenotypic variation and discuss how changes in DNA can lead to somatic or germ line mutations. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. (HS-LS3-2) Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Describe how mutation and genetic recombination increase genetic variation. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 7. Pose answers, explanations, or descriptions of events, Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Investigate eText: Mutations Curriculum Standards: Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Describe how mutation and genetic recombination increase genetic variation. Describe how mutation and genetic recombination increase genetic variation. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 7. Pose answers, explanations, or descriptions of events, Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 7. Pose answers, explanations, or descriptions of events, Explain how protein formation results in phenotypic variation and discuss how changes in DNA can lead to somatic or germ line mutations. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. (HS-LS3-2) Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Describe how mutation and genetic recombination increase genetic variation. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 7. Pose answers, explanations, or descriptions of events, Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Interactivity: Mutations Curriculum Standards: Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Describe how mutation and genetic recombination increase genetic variation. Describe how mutation and genetic recombination increase genetic variation. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 7. Pose answers, explanations, or descriptions of events, Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 7. Pose answers, explanations, or descriptions of events, Explain how protein formation results in phenotypic variation and discuss how changes in DNA can lead to somatic or germ line mutations. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. (HS-LS3-2) Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Describe how mutation and genetic recombination increase genetic variation. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 7. Pose answers, explanations, or descriptions of events, Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Spanish Workbook: Mutations Editable Presentation: Mutations Synthesize Science Skills Activity: Investigating Point Mutations Curriculum Standards: Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Describe how mutation and genetic recombination increase genetic variation. Describe how mutation and genetic recombination increase genetic variation. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 7. Pose answers, explanations, or descriptions of events, Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 7. Pose answers, explanations, or descriptions of events, Explain how protein formation results in phenotypic variation and discuss how changes in DNA can lead to somatic or germ line mutations. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. (HS-LS3-2) Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Describe how mutation and genetic recombination increase genetic variation. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 7. Pose answers, explanations, or descriptions of events, Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Science Skills Worksheet: Investigating Point Mutations Curriculum Standards: Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Describe how mutation and genetic recombination increase genetic variation. Describe how mutation and genetic recombination increase genetic variation. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 7. Pose answers, explanations, or descriptions of events, Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 7. Pose answers, explanations, or descriptions of events, Explain how protein formation results in phenotypic variation and discuss how changes in DNA can lead to somatic or germ line mutations. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. (HS-LS3-2) Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Describe how mutation and genetic recombination increase genetic variation. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 7. Pose answers, explanations, or descriptions of events, Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Modeling Lab: The Effect of Mutations Curriculum Standards: Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). Analyze data using tools, technologies, and/or models in order to make valid and reliable scientific claims or determine an optimal design solution. 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Describe how mutation and genetic recombination increase genetic variation. Describe how mutation and genetic recombination increase genetic variation. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). 5. Plan investigations, (Design and evaluate a scientific investigation). Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data and refine the design accordingly. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 10. Communicate results of scientific investigations, and 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. Explain how protein formation results in phenotypic variation and discuss how changes in DNA can lead to somatic or germ line mutations. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. 11. Evaluate the merits of the explanations produced by others. 11. Evaluate the merits of the explanations produced by others. Evaluate evidence behind currently accepted explanations or solutions to determine the merits of arguments. Construct an explanation based on valid and reliable evidence obtained from a variety of sources (including students' own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. (HS-LS3-2) Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Evaluate the validity and reliability of multiple claims, methods, and/or designs that appear in scientific and technical texts or media reports, verifying the data when possible. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Describe how mutation and genetic recombination increase genetic variation. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. 11. Evaluate the merits of the explanations produced by others. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Foundations Modeling Lab: The Effect of Mutations Curriculum Standards: Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). Analyze data using tools, technologies, and/or models in order to make valid and reliable scientific claims or determine an optimal design solution. 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Describe how mutation and genetic recombination increase genetic variation. Describe how mutation and genetic recombination increase genetic variation. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). 5. Plan investigations, (Design and evaluate a scientific investigation). Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data and refine the design accordingly. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 10. Communicate results of scientific investigations, and 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. Explain how protein formation results in phenotypic variation and discuss how changes in DNA can lead to somatic or germ line mutations. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. 11. Evaluate the merits of the explanations produced by others. 11. Evaluate the merits of the explanations produced by others. Evaluate evidence behind currently accepted explanations or solutions to determine the merits of arguments. Construct an explanation based on valid and reliable evidence obtained from a variety of sources (including students' own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. (HS-LS3-2) Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Evaluate the validity and reliability of multiple claims, methods, and/or designs that appear in scientific and technical texts or media reports, verifying the data when possible. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Describe how mutation and genetic recombination increase genetic variation. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. 11. Evaluate the merits of the explanations produced by others. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Demonstrate eText: Lesson Review: Mutations Curriculum Standards: Describe how mutation and genetic recombination increase genetic variation. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Describe how mutation and genetic recombination increase genetic variation. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. (HS-LS3-2) Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Describe how mutation and genetic recombination increase genetic variation. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Quiz Review: Mutations Curriculum Standards: Describe how mutation and genetic recombination increase genetic variation. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Describe how mutation and genetic recombination increase genetic variation. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. (HS-LS3-2) Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Describe how mutation and genetic recombination increase genetic variation. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Editable Quiz: Mutations Curriculum Standards: Describe how mutation and genetic recombination increase genetic variation. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Describe how mutation and genetic recombination increase genetic variation. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. (HS-LS3-2) Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Describe how mutation and genetic recombination increase genetic variation. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Quiz: Mutations Curriculum Standards: Describe how mutation and genetic recombination increase genetic variation. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Describe how mutation and genetic recombination increase genetic variation. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. (HS-LS3-2) Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Describe how mutation and genetic recombination increase genetic variation. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Chapter Close: RNA and Protein Synthesis eText: Case Study Wrap-Up: How Does a Plant Remember Winter? Curriculum Standards: Explain the basic processes of transcription and translation, and how they result in the expression of genes. Demonstrate how DNA sequence information is decoded through transcriptional and translational processes within the cell in order to synthesize proteins. Examine the relationship of structure and function of various types of RNA and the importance of this relationship in these processes. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Identify sources of information and assess their reliability according to the strict standards of scientific investigation. Identify sources of information and assess their reliability according to the strict standards of scientific investigation. Obtain, evaluate, and communicate information on how molecular biotechnology may be used in a variety of fields. 3. Examine books and other sources of information to see what is already known, 3. Examine books and other sources of information to see what is already known, Analyze through research the cycling of matter in our biosphere and explain how biogeochemical cycles are critical for ecosystem function. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 3. Examine books and other sources of information to see what is already known, 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Career Video: Nutritionist eText: Chapter 14 Study Guide Curriculum Standards: Explain the basic processes of transcription and translation, and how they result in the expression of genes. Demonstrate how DNA sequence information is decoded through transcriptional and translational processes within the cell in order to synthesize proteins. Examine the relationship of structure and function of various types of RNA and the importance of this relationship in these processes. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. In multicellular organisms, individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. (HS-LS1-4) Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Describe how mutation and genetic recombination increase genetic variation. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Describe how mutation and genetic recombination increase genetic variation. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain how protein formation results in phenotypic variation and discuss how changes in DNA can lead to somatic or germ line mutations. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. (HS-LS3-2) Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Describe how mutation and genetic recombination increase genetic variation. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. eText: Performance-Based Assessment: A New Kind of Drug: mRNA Curriculum Standards: Explain the basic processes of transcription and translation, and how they result in the expression of genes. Demonstrate how DNA sequence information is decoded through transcriptional and translational processes within the cell in order to synthesize proteins. Examine the relationship of structure and function of various types of RNA and the importance of this relationship in these processes. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Identify sources of information and assess their reliability according to the strict standards of scientific investigation. Identify sources of information and assess their reliability according to the strict standards of scientific investigation. Obtain, evaluate, and communicate information on how molecular biotechnology may be used in a variety of fields. 3. Examine books and other sources of information to see what is already known, 3. Examine books and other sources of information to see what is already known, Analyze through research the cycling of matter in our biosphere and explain how biogeochemical cycles are critical for ecosystem function. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 3. Examine books and other sources of information to see what is already known, 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), eText: Chapter 14 Assessment Curriculum Standards: Explain the basic processes of transcription and translation, and how they result in the expression of genes. Demonstrate how DNA sequence information is decoded through transcriptional and translational processes within the cell in order to synthesize proteins. Examine the relationship of structure and function of various types of RNA and the importance of this relationship in these processes. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. In multicellular organisms, individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. (HS-LS1-4) Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Describe how mutation and genetic recombination increase genetic variation. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Describe how mutation and genetic recombination increase genetic variation. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain how protein formation results in phenotypic variation and discuss how changes in DNA can lead to somatic or germ line mutations. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. (HS-LS3-2) Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Describe how mutation and genetic recombination increase genetic variation. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Test Review: RNA and Protein Synthesis Curriculum Standards: Explain the basic processes of transcription and translation, and how they result in the expression of genes. Demonstrate how DNA sequence information is decoded through transcriptional and translational processes within the cell in order to synthesize proteins. Examine the relationship of structure and function of various types of RNA and the importance of this relationship in these processes. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. In multicellular organisms, individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. (HS-LS1-4) Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Describe how mutation and genetic recombination increase genetic variation. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Describe how mutation and genetic recombination increase genetic variation. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain how protein formation results in phenotypic variation and discuss how changes in DNA can lead to somatic or germ line mutations. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. (HS-LS3-2) Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Describe how mutation and genetic recombination increase genetic variation. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Editable Test: RNA and Protein Synthesis Curriculum Standards: Explain the basic processes of transcription and translation, and how they result in the expression of genes. Demonstrate how DNA sequence information is decoded through transcriptional and translational processes within the cell in order to synthesize proteins. Examine the relationship of structure and function of various types of RNA and the importance of this relationship in these processes. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. In multicellular organisms, individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. (HS-LS1-4) Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Describe how mutation and genetic recombination increase genetic variation. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Describe how mutation and genetic recombination increase genetic variation. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain how protein formation results in phenotypic variation and discuss how changes in DNA can lead to somatic or germ line mutations. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. (HS-LS3-2) Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Describe how mutation and genetic recombination increase genetic variation. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Test: RNA and Protein Synthesis Curriculum Standards: Explain the basic processes of transcription and translation, and how they result in the expression of genes. Demonstrate how DNA sequence information is decoded through transcriptional and translational processes within the cell in order to synthesize proteins. Examine the relationship of structure and function of various types of RNA and the importance of this relationship in these processes. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. In multicellular organisms, individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. (HS-LS1-4) Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Describe how mutation and genetic recombination increase genetic variation. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Describe how mutation and genetic recombination increase genetic variation. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain how protein formation results in phenotypic variation and discuss how changes in DNA can lead to somatic or germ line mutations. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. (HS-LS3-2) Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Describe how mutation and genetic recombination increase genetic variation. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. eText: FL End-of-Course Test Practice: RNA and Protein Synthesis Curriculum Standards: Explain the basic processes of transcription and translation, and how they result in the expression of genes. Demonstrate how DNA sequence information is decoded through transcriptional and translational processes within the cell in order to synthesize proteins. Examine the relationship of structure and function of various types of RNA and the importance of this relationship in these processes. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Identify that carbohydrates, fats, proteins, and nucleic acids (macromolecules) are important for human organisms. Explain how and why the genetic code is universal and is common to almost all organisms. Explain how and why the genetic code is universal and is common to almost all organisms. Recognize that all organisms have a substance called DNA with unique information. Describe how mutation and genetic recombination increase genetic variation. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Describe how mutation and genetic recombination increase genetic variation. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Identify that carbohydrates, fats, proteins, and nucleic acids (macromolecules) are important for human organisms. Explain how and why the genetic code is universal and is common to almost all organisms. Recognize that all organisms have a substance called DNA with unique information. Describe how mutation and genetic recombination increase genetic variation. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Editable FL EOC Test: RNA and Protein Synthesis Curriculum Standards: Explain the basic processes of transcription and translation, and how they result in the expression of genes. Demonstrate how DNA sequence information is decoded through transcriptional and translational processes within the cell in order to synthesize proteins. Examine the relationship of structure and function of various types of RNA and the importance of this relationship in these processes. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain how and why the genetic code is universal and is common to almost all organisms. Evaluate scientific data collected from analysis of molecular sequences, fossil records, biogeography, and embryology. Identify chronological patterns of change and communicate that biological evolution is supported by multiple lines of empirical evidence that identify similarities inherited from a common ancestor (homologies). Explain how and why the genetic code is universal and is common to almost all organisms. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Identify that carbohydrates, fats, proteins, and nucleic acids (macromolecules) are important for human organisms. Recognize that all organisms have a substance called DNA with unique information. Describe how mutation and genetic recombination increase genetic variation. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Describe how mutation and genetic recombination increase genetic variation. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Identify that carbohydrates, fats, proteins, and nucleic acids (macromolecules) are important for human organisms. Recognize that all organisms have a substance called DNA with unique information. Describe how mutation and genetic recombination increase genetic variation. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. FL End-of-Course Test Practice: RNA and Protein Synthesis Curriculum Standards: Explain the basic processes of transcription and translation, and how they result in the expression of genes. Demonstrate how DNA sequence information is decoded through transcriptional and translational processes within the cell in order to synthesize proteins. Examine the relationship of structure and function of various types of RNA and the importance of this relationship in these processes. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Identify that carbohydrates, fats, proteins, and nucleic acids (macromolecules) are important for human organisms. Explain how and why the genetic code is universal and is common to almost all organisms. Explain how and why the genetic code is universal and is common to almost all organisms. Recognize that all organisms have a substance called DNA with unique information. Describe how mutation and genetic recombination increase genetic variation. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Describe how mutation and genetic recombination increase genetic variation. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Identify that carbohydrates, fats, proteins, and nucleic acids (macromolecules) are important for human organisms. Explain how and why the genetic code is universal and is common to almost all organisms. Recognize that all organisms have a substance called DNA with unique information. Describe how mutation and genetic recombination increase genetic variation. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Enrichment: RNA and Protein Synthesis HHMI Enrichment Video: The Making of the Fittest: Evolving Switches, Evolving Bodies (Stickleback) - Part 1 HHMI Enrichment Video: The Making of the Fittest: Evolving Switches, Evolving Bodies (Stickleback) – Part 2 HHMI Enrichment Video: The Making of the Fittest: Evolving Switches, Evolving Bodies (Stickleback) - Part 3 HHMI Enrichment Video: Evolving Switches Student Quiz HHMI Enrichment Activity: Modeling the Regulatory Switches of Pitx1 Chapter 15: The Human Genome Chapter Opener: The Human Genome eText: The Human Genome Curriculum Standards: Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Obtain, evaluate, and communicate information on how molecular biotechnology may be used in a variety of fields. 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). Identify ways that biotechnology has impacted society and the environment, such as the development of new medicines and farming techniques. Analyze data using tools, technologies, and/or models in order to make valid and reliable scientific claims or determine an optimal design solution. Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. Investigate the means by which karyotypes are utilized in diagnostic medicine. Analyze scientific and ethical arguments to support the pros and cons of application of a specific biotechnology technique such as stem cell usage, in vitro fertilization, or genetically modified organisms. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). 5. Plan investigations, (Design and evaluate a scientific investigation). Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data and refine the design accordingly. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 10. Communicate results of scientific investigations, and 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. 11. Evaluate the merits of the explanations produced by others. 11. Evaluate the merits of the explanations produced by others. Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy). Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy). Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9???10 texts and topics. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9-10 texts and topics. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. Identify a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Identify a scientific question 2. Examine reliable sources of information to identify what is already known 3. Develop a possible explanation (hypothesis) 4. Plan and carry out an experiment 5. Gather data based on measurement and observations 6. Evaluate the data 7. Use the data to support reasonable explanations, inferences, and conclusions. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. Evaluate evidence behind currently accepted explanations or solutions to determine the merits of arguments. Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. Describe common human health issues. Recognize common human health issues. Analyze how heredity and family history can impact personal health. Construct an explanation based on valid and reliable evidence obtained from a variety of sources (including students' own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Evaluate the validity and reliability of multiple claims, methods, and/or designs that appear in scientific and technical texts or media reports, verifying the data when possible. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). Identify ways that biotechnology has impacted society and the environment, such as the development of new medicines and farming techniques. Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. 11. Evaluate the merits of the explanations produced by others. Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy). Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9_?_10 texts and topics. Identify a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Identify a scientific question 2. Examine reliable sources of information to identify what is already known 3. Develop a possible explanation (hypothesis) 4. Plan and carry out an experiment 5. Gather data based on measurement and observations 6. Evaluate the data 7. Use the data to support reasonable explanations, inferences, and conclusions. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. Describe common human health issues. Recognize common human health issues. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Biology Foundations: The Human Genome Curriculum Standards: Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Obtain, evaluate, and communicate information on how molecular biotechnology may be used in a variety of fields. 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). Identify ways that biotechnology has impacted society and the environment, such as the development of new medicines and farming techniques. Analyze data using tools, technologies, and/or models in order to make valid and reliable scientific claims or determine an optimal design solution. Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. Investigate the means by which karyotypes are utilized in diagnostic medicine. Analyze scientific and ethical arguments to support the pros and cons of application of a specific biotechnology technique such as stem cell usage, in vitro fertilization, or genetically modified organisms. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). 5. Plan investigations, (Design and evaluate a scientific investigation). Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data and refine the design accordingly. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 10. Communicate results of scientific investigations, and 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. 11. Evaluate the merits of the explanations produced by others. 11. Evaluate the merits of the explanations produced by others. Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy). Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy). Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9???10 texts and topics. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9-10 texts and topics. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. Identify a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Identify a scientific question 2. Examine reliable sources of information to identify what is already known 3. Develop a possible explanation (hypothesis) 4. Plan and carry out an experiment 5. Gather data based on measurement and observations 6. Evaluate the data 7. Use the data to support reasonable explanations, inferences, and conclusions. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. Evaluate evidence behind currently accepted explanations or solutions to determine the merits of arguments. Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. Describe common human health issues. Recognize common human health issues. Analyze how heredity and family history can impact personal health. Construct an explanation based on valid and reliable evidence obtained from a variety of sources (including students' own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Evaluate the validity and reliability of multiple claims, methods, and/or designs that appear in scientific and technical texts or media reports, verifying the data when possible. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). Identify ways that biotechnology has impacted society and the environment, such as the development of new medicines and farming techniques. Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. 11. Evaluate the merits of the explanations produced by others. Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy). Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9_?_10 texts and topics. Identify a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Identify a scientific question 2. Examine reliable sources of information to identify what is already known 3. Develop a possible explanation (hypothesis) 4. Plan and carry out an experiment 5. Gather data based on measurement and observations 6. Evaluate the data 7. Use the data to support reasonable explanations, inferences, and conclusions. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. Describe common human health issues. Recognize common human health issues. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Lesson 1: Human Chromosomes Connect Discussion Board: Yes, No, or Maybe Curriculum Standards: Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. Investigate the means by which karyotypes are utilized in diagnostic medicine. Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. Investigate eText: Human Chromosomes Curriculum Standards: Describe common human health issues. Recognize common human health issues. Analyze how heredity and family history can impact personal health. Describe common human health issues. Recognize common human health issues. Quick Lab: How Can You Analyze a Pedigree? Curriculum Standards: 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). Analyze data using tools, technologies, and/or models in order to make valid and reliable scientific claims or determine an optimal design solution. 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. Investigate the means by which karyotypes are utilized in diagnostic medicine. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). 5. Plan investigations, (Design and evaluate a scientific investigation). Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data and refine the design accordingly. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 10. Communicate results of scientific investigations, and 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. 11. Evaluate the merits of the explanations produced by others. 11. Evaluate the merits of the explanations produced by others. Evaluate evidence behind currently accepted explanations or solutions to determine the merits of arguments. Describe common human health issues. Recognize common human health issues. Analyze how heredity and family history can impact personal health. Construct an explanation based on valid and reliable evidence obtained from a variety of sources (including students' own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Evaluate the validity and reliability of multiple claims, methods, and/or designs that appear in scientific and technical texts or media reports, verifying the data when possible. 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. 11. Evaluate the merits of the explanations produced by others. Describe common human health issues. Recognize common human health issues. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Interactivity: Human Inheritance Curriculum Standards: Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. Investigate the means by which karyotypes are utilized in diagnostic medicine. Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. Spanish Workbook: Human Chromosomes Editable Presentation: Human Chromosomes Synthesize Simulation: Colorblindness Curriculum Standards: Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. Investigate the means by which karyotypes are utilized in diagnostic medicine. Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. Demonstrate eText: Lesson Review: Human Chromosomes Curriculum Standards: Investigate the means by which karyotypes are utilized in diagnostic medicine. Quiz Review: Human Chromosomes Curriculum Standards: Investigate the means by which karyotypes are utilized in diagnostic medicine. Editable Quiz: Human Chromosomes Curriculum Standards: Investigate the means by which karyotypes are utilized in diagnostic medicine. Quiz: Human Chromosomes Curriculum Standards: Investigate the means by which karyotypes are utilized in diagnostic medicine. Lesson 2: Human Genetic Disorders Connect Inquiry Warm-Up Lab: Chromosome Disorders Investigate eText: Human Genetic Disorders Curriculum Standards: Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. Investigate the means by which karyotypes are utilized in diagnostic medicine. Describe common human health issues. Recognize common human health issues. Analyze how heredity and family history can impact personal health. Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. Describe common human health issues. Recognize common human health issues. Analyzing Data: The Geography of Malaria Curriculum Standards: 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). Analyze data using tools, technologies, and/or models in order to make valid and reliable scientific claims or determine an optimal design solution. 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. Investigate the means by which karyotypes are utilized in diagnostic medicine. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). 5. Plan investigations, (Design and evaluate a scientific investigation). Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data and refine the design accordingly. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 10. Communicate results of scientific investigations, and 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. 11. Evaluate the merits of the explanations produced by others. 11. Evaluate the merits of the explanations produced by others. Evaluate evidence behind currently accepted explanations or solutions to determine the merits of arguments. Construct an explanation based on valid and reliable evidence obtained from a variety of sources (including students' own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Evaluate the validity and reliability of multiple claims, methods, and/or designs that appear in scientific and technical texts or media reports, verifying the data when possible. 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. 11. Evaluate the merits of the explanations produced by others. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Interactivity: Genetic Disorders Spanish Workbook: Human Genetic Disorders Editable Presentation: Human Genetic Disorders Synthesize Interactive Video: Muscle Fibers Curriculum Standards: Demonstrate how DNA sequence information is decoded through transcriptional and translational processes within the cell in order to synthesize proteins. Examine the relationship of structure and function of various types of RNA and the importance of this relationship in these processes. Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells. All cells contain genetic information in the form of DNA molecules. Genes are regions in the DNA that contain the instructions that code for the formation of proteins, which carry out most of the work of cells. (HS-LS1-1) DNA stores and transmits genetic information. Genes are sets of instructions encoded in the structure of DNA. Integrate evidence to develop a structural model of a DNA molecule. Using the model, develop and communicate an explanation for how DNA serves as a template for self-replication and encodes biological information. DNA stores and transmits genetic information. Genes are sets of instructions encoded in the structure of DNA. Demonstrate eText: Lesson Review: Human Genetic Disorders Curriculum Standards: Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Model chromosome progression through meiosis and fertilization in order to argue how the processes of sexual reproduction lead to both genetic similarities and variation in diploid organisms. Compare and contrast the processes of sexual and asexual reproduction, identifying the advantages and disadvantages of each. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain how protein formation results in phenotypic variation and discuss how changes in DNA can lead to somatic or germ line mutations. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Describe how mutation and genetic recombination increase genetic variation. Describe how mutation and genetic recombination increase genetic variation. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Describe how mutation and genetic recombination increase genetic variation. Quiz Review: Human Genetic Disorders Curriculum Standards: Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Model chromosome progression through meiosis and fertilization in order to argue how the processes of sexual reproduction lead to both genetic similarities and variation in diploid organisms. Compare and contrast the processes of sexual and asexual reproduction, identifying the advantages and disadvantages of each. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain how protein formation results in phenotypic variation and discuss how changes in DNA can lead to somatic or germ line mutations. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Describe how mutation and genetic recombination increase genetic variation. Describe how mutation and genetic recombination increase genetic variation. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Describe how mutation and genetic recombination increase genetic variation. Editable Quiz: Human Genetic Disorders Curriculum Standards: Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Model chromosome progression through meiosis and fertilization in order to argue how the processes of sexual reproduction lead to both genetic similarities and variation in diploid organisms. Compare and contrast the processes of sexual and asexual reproduction, identifying the advantages and disadvantages of each. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain how protein formation results in phenotypic variation and discuss how changes in DNA can lead to somatic or germ line mutations. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Describe how mutation and genetic recombination increase genetic variation. Describe how mutation and genetic recombination increase genetic variation. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Describe how mutation and genetic recombination increase genetic variation. Quiz: Human Genetic Disorders Curriculum Standards: Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Model chromosome progression through meiosis and fertilization in order to argue how the processes of sexual reproduction lead to both genetic similarities and variation in diploid organisms. Compare and contrast the processes of sexual and asexual reproduction, identifying the advantages and disadvantages of each. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain how protein formation results in phenotypic variation and discuss how changes in DNA can lead to somatic or germ line mutations. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Describe how mutation and genetic recombination increase genetic variation. Describe how mutation and genetic recombination increase genetic variation. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Describe how mutation and genetic recombination increase genetic variation. Lesson 3: Studying the Human Genome Connect Inquiry Warm-Up Lab: The Smallest Scissors in the World Curriculum Standards: Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Obtain, evaluate, and communicate information on how molecular biotechnology may be used in a variety of fields. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Identify sources of information and assess their reliability according to the strict standards of scientific investigation. Identify sources of information and assess their reliability according to the strict standards of scientific investigation. Identify ways that biotechnology has impacted society and the environment, such as the development of new medicines and farming techniques. Analyze scientific and ethical arguments to support the pros and cons of application of a specific biotechnology technique such as stem cell usage, in vitro fertilization, or genetically modified organisms. Analyze through research the cycling of matter in our biosphere and explain how biogeochemical cycles are critical for ecosystem function. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Science. English language learners communicate for social and instructional purposes within the school setting. Evaluate scientific data collected from analysis of molecular sequences, fossil records, biogeography, and embryology. Identify chronological patterns of change and communicate that biological evolution is supported by multiple lines of empirical evidence that identify similarities inherited from a common ancestor (homologies). Communicate scientific and technical information or ideas (e.g. about phenomena and/or the process of development and the design and performance of a proposed system) in multiple formats. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Science. English language learners communicate for social and instructional purposes within the school setting. Manipulation of DNA in organisms has led to commercial production of biological molecules on a large scale and genetically modified organisms. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Identify sources of information and assess their reliability according to the strict standards of scientific investigation. Identify ways that biotechnology has impacted society and the environment, such as the development of new medicines and farming techniques. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Science. English language learners communicate for social and instructional purposes within the school setting. Manipulation of DNA in organisms has led to commercial production of biological molecules on a large scale and genetically modified organisms. Investigate eText: Studying the Human Genome Curriculum Standards: Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Obtain, evaluate, and communicate information on how molecular biotechnology may be used in a variety of fields. Identify ways that biotechnology has impacted society and the environment, such as the development of new medicines and farming techniques. Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. Analyze scientific and ethical arguments to support the pros and cons of application of a specific biotechnology technique such as stem cell usage, in vitro fertilization, or genetically modified organisms. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Identify ways that biotechnology has impacted society and the environment, such as the development of new medicines and farming techniques. Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. Interactivity: Manipulating DNA Curriculum Standards: Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Obtain, evaluate, and communicate information on how molecular biotechnology may be used in a variety of fields. Identify ways that biotechnology has impacted society and the environment, such as the development of new medicines and farming techniques. Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. Analyze scientific and ethical arguments to support the pros and cons of application of a specific biotechnology technique such as stem cell usage, in vitro fertilization, or genetically modified organisms. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Identify ways that biotechnology has impacted society and the environment, such as the development of new medicines and farming techniques. Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. Spanish Workbook: Studying the Human Genome Editable Presentation: Studying the Human Genome Synthesize Science Skills Activity: Genomic Sequencing Curriculum Standards: Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Obtain, evaluate, and communicate information on how molecular biotechnology may be used in a variety of fields. Identify ways that biotechnology has impacted society and the environment, such as the development of new medicines and farming techniques. Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. Analyze scientific and ethical arguments to support the pros and cons of application of a specific biotechnology technique such as stem cell usage, in vitro fertilization, or genetically modified organisms. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Identify ways that biotechnology has impacted society and the environment, such as the development of new medicines and farming techniques. Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. Science Skills Worksheet: Genomic Sequencing Curriculum Standards: Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Obtain, evaluate, and communicate information on how molecular biotechnology may be used in a variety of fields. Identify ways that biotechnology has impacted society and the environment, such as the development of new medicines and farming techniques. Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. Analyze scientific and ethical arguments to support the pros and cons of application of a specific biotechnology technique such as stem cell usage, in vitro fertilization, or genetically modified organisms. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Identify ways that biotechnology has impacted society and the environment, such as the development of new medicines and farming techniques. Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. Develop a Solution Lab: Gel Electrophoresis Curriculum Standards: Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Obtain, evaluate, and communicate information on how molecular biotechnology may be used in a variety of fields. 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). Identify ways that biotechnology has impacted society and the environment, such as the development of new medicines and farming techniques. Analyze data using tools, technologies, and/or models in order to make valid and reliable scientific claims or determine an optimal design solution. Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. Analyze scientific and ethical arguments to support the pros and cons of application of a specific biotechnology technique such as stem cell usage, in vitro fertilization, or genetically modified organisms. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). 5. Plan investigations, (Design and evaluate a scientific investigation). Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data and refine the design accordingly. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 10. Communicate results of scientific investigations, and 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. 11. Evaluate the merits of the explanations produced by others. 11. Evaluate the merits of the explanations produced by others. Evaluate evidence behind currently accepted explanations or solutions to determine the merits of arguments. Construct an explanation based on valid and reliable evidence obtained from a variety of sources (including students' own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Evaluate the validity and reliability of multiple claims, methods, and/or designs that appear in scientific and technical texts or media reports, verifying the data when possible. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). Identify ways that biotechnology has impacted society and the environment, such as the development of new medicines and farming techniques. Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. 11. Evaluate the merits of the explanations produced by others. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Foundations Develop a Solution Lab: Gel Electrophoresis Curriculum Standards: Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Obtain, evaluate, and communicate information on how molecular biotechnology may be used in a variety of fields. 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). Identify ways that biotechnology has impacted society and the environment, such as the development of new medicines and farming techniques. Analyze data using tools, technologies, and/or models in order to make valid and reliable scientific claims or determine an optimal design solution. Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. Analyze scientific and ethical arguments to support the pros and cons of application of a specific biotechnology technique such as stem cell usage, in vitro fertilization, or genetically modified organisms. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). 5. Plan investigations, (Design and evaluate a scientific investigation). Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data and refine the design accordingly. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 10. Communicate results of scientific investigations, and 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. 11. Evaluate the merits of the explanations produced by others. 11. Evaluate the merits of the explanations produced by others. Evaluate evidence behind currently accepted explanations or solutions to determine the merits of arguments. Construct an explanation based on valid and reliable evidence obtained from a variety of sources (including students' own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Evaluate the validity and reliability of multiple claims, methods, and/or designs that appear in scientific and technical texts or media reports, verifying the data when possible. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). Identify ways that biotechnology has impacted society and the environment, such as the development of new medicines and farming techniques. Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. 11. Evaluate the merits of the explanations produced by others. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Demonstrate eText: Lesson Review: Studying the Human Genome Curriculum Standards: Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species' characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function. (HS-LS3-1) Quiz Review: Studying the Human Genome Curriculum Standards: Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species' characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function. (HS-LS3-1) Editable Quiz: Studying the Human Genome Curriculum Standards: Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species' characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function. (HS-LS3-1) Quiz: Studying the Human Genome Curriculum Standards: Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species' characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function. (HS-LS3-1) Chapter Close: The Human Genome eText: Case Study Wrap-Up: DNA--To Test or Not to Test? Curriculum Standards: Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Obtain, evaluate, and communicate information on how molecular biotechnology may be used in a variety of fields. 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). Identify ways that biotechnology has impacted society and the environment, such as the development of new medicines and farming techniques. Analyze data using tools, technologies, and/or models in order to make valid and reliable scientific claims or determine an optimal design solution. Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. Investigate the means by which karyotypes are utilized in diagnostic medicine. Analyze scientific and ethical arguments to support the pros and cons of application of a specific biotechnology technique such as stem cell usage, in vitro fertilization, or genetically modified organisms. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). 5. Plan investigations, (Design and evaluate a scientific investigation). Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data and refine the design accordingly. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 10. Communicate results of scientific investigations, and 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. 11. Evaluate the merits of the explanations produced by others. 11. Evaluate the merits of the explanations produced by others. Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy). Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy). Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9???10 texts and topics. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9-10 texts and topics. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. Identify a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Identify a scientific question 2. Examine reliable sources of information to identify what is already known 3. Develop a possible explanation (hypothesis) 4. Plan and carry out an experiment 5. Gather data based on measurement and observations 6. Evaluate the data 7. Use the data to support reasonable explanations, inferences, and conclusions. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. Evaluate evidence behind currently accepted explanations or solutions to determine the merits of arguments. Describe common human health issues. Recognize common human health issues. Analyze how heredity and family history can impact personal health. Construct an explanation based on valid and reliable evidence obtained from a variety of sources (including students' own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Evaluate the validity and reliability of multiple claims, methods, and/or designs that appear in scientific and technical texts or media reports, verifying the data when possible. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). Identify ways that biotechnology has impacted society and the environment, such as the development of new medicines and farming techniques. Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. 11. Evaluate the merits of the explanations produced by others. Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy). Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9_?_10 texts and topics. Identify a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Identify a scientific question 2. Examine reliable sources of information to identify what is already known 3. Develop a possible explanation (hypothesis) 4. Plan and carry out an experiment 5. Gather data based on measurement and observations 6. Evaluate the data 7. Use the data to support reasonable explanations, inferences, and conclusions. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. Describe common human health issues. Recognize common human health issues. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Career Video: Biology Professor eText: Chapter 15 Study Guide Curriculum Standards: Model chromosome progression through meiosis and fertilization in order to argue how the processes of sexual reproduction lead to both genetic similarities and variation in diploid organisms. Compare and contrast the processes of sexual and asexual reproduction, identifying the advantages and disadvantages of each. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. (HS-LS3-2) Using a model that demonstrates the change in allele frequencies resulting in evolution of a population over many generations, identify causative agents of change. Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. (HS-LS4-3),(HS-LS4-4) Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Recognize that some living things produce very large numbers of offspring to ensure that enough survive to continue the species (a condition for natural selection). Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). Investigate the means by which karyotypes are utilized in diagnostic medicine. Describe how mutation and genetic recombination increase genetic variation. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Describe how mutation and genetic recombination increase genetic variation. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Describe the basic anatomy and physiology of the human reproductive system. Describe the process of human development from fertilization to birth and major changes that occur in each trimester of pregnancy. Describe the basic anatomy and physiology of the human reproductive system. Describe the process of human development from fertilization to birth and major changes that occur in each trimester of pregnancy. Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Recognize that some living things produce very large numbers of offspring to ensure that enough survive to continue the species (a condition for natural selection). Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). Describe how mutation and genetic recombination increase genetic variation. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Describe the basic anatomy and physiology of the human reproductive system. Describe the process of human development from fertilization to birth and major changes that occur in each trimester of pregnancy. eText: Performance-Based-Assessment: Tracking Royal Blood Curriculum Standards: 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). Analyze data using tools, technologies, and/or models in order to make valid and reliable scientific claims or determine an optimal design solution. 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. Investigate the means by which karyotypes are utilized in diagnostic medicine. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). 5. Plan investigations, (Design and evaluate a scientific investigation). Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data and refine the design accordingly. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 10. Communicate results of scientific investigations, and 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. 11. Evaluate the merits of the explanations produced by others. 11. Evaluate the merits of the explanations produced by others. Evaluate evidence behind currently accepted explanations or solutions to determine the merits of arguments. Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. Construct an explanation based on valid and reliable evidence obtained from a variety of sources (including students' own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Evaluate the validity and reliability of multiple claims, methods, and/or designs that appear in scientific and technical texts or media reports, verifying the data when possible. 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. 11. Evaluate the merits of the explanations produced by others. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. eText: Chapter 15 Assessment Curriculum Standards: Model chromosome progression through meiosis and fertilization in order to argue how the processes of sexual reproduction lead to both genetic similarities and variation in diploid organisms. Compare and contrast the processes of sexual and asexual reproduction, identifying the advantages and disadvantages of each. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. (HS-LS3-2) Using a model that demonstrates the change in allele frequencies resulting in evolution of a population over many generations, identify causative agents of change. Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. (HS-LS4-3),(HS-LS4-4) Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Recognize that some living things produce very large numbers of offspring to ensure that enough survive to continue the species (a condition for natural selection). Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). Investigate the means by which karyotypes are utilized in diagnostic medicine. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Describe how mutation and genetic recombination increase genetic variation. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Describe how mutation and genetic recombination increase genetic variation. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Describe the basic anatomy and physiology of the human reproductive system. Describe the process of human development from fertilization to birth and major changes that occur in each trimester of pregnancy. Describe the basic anatomy and physiology of the human reproductive system. Describe the process of human development from fertilization to birth and major changes that occur in each trimester of pregnancy. Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Recognize that some living things produce very large numbers of offspring to ensure that enough survive to continue the species (a condition for natural selection). Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Describe how mutation and genetic recombination increase genetic variation. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Describe the basic anatomy and physiology of the human reproductive system. Describe the process of human development from fertilization to birth and major changes that occur in each trimester of pregnancy. Test Review: The Human Genome Curriculum Standards: Model chromosome progression through meiosis and fertilization in order to argue how the processes of sexual reproduction lead to both genetic similarities and variation in diploid organisms. Compare and contrast the processes of sexual and asexual reproduction, identifying the advantages and disadvantages of each. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. (HS-LS3-2) Using a model that demonstrates the change in allele frequencies resulting in evolution of a population over many generations, identify causative agents of change. Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. (HS-LS4-3),(HS-LS4-4) Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Recognize that some living things produce very large numbers of offspring to ensure that enough survive to continue the species (a condition for natural selection). Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). Investigate the means by which karyotypes are utilized in diagnostic medicine. Describe how mutation and genetic recombination increase genetic variation. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Describe how mutation and genetic recombination increase genetic variation. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Describe the basic anatomy and physiology of the human reproductive system. Describe the process of human development from fertilization to birth and major changes that occur in each trimester of pregnancy. Describe the basic anatomy and physiology of the human reproductive system. Describe the process of human development from fertilization to birth and major changes that occur in each trimester of pregnancy. Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Recognize that some living things produce very large numbers of offspring to ensure that enough survive to continue the species (a condition for natural selection). Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). Describe how mutation and genetic recombination increase genetic variation. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Describe the basic anatomy and physiology of the human reproductive system. Describe the process of human development from fertilization to birth and major changes that occur in each trimester of pregnancy. Editable Test: The Human Genome Curriculum Standards: Model chromosome progression through meiosis and fertilization in order to argue how the processes of sexual reproduction lead to both genetic similarities and variation in diploid organisms. Compare and contrast the processes of sexual and asexual reproduction, identifying the advantages and disadvantages of each. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. (HS-LS3-2) Using a model that demonstrates the change in allele frequencies resulting in evolution of a population over many generations, identify causative agents of change. Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. (HS-LS4-3),(HS-LS4-4) Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Recognize that some living things produce very large numbers of offspring to ensure that enough survive to continue the species (a condition for natural selection). Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). Investigate the means by which karyotypes are utilized in diagnostic medicine. Describe how mutation and genetic recombination increase genetic variation. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Describe how mutation and genetic recombination increase genetic variation. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Describe the basic anatomy and physiology of the human reproductive system. Describe the process of human development from fertilization to birth and major changes that occur in each trimester of pregnancy. Describe the basic anatomy and physiology of the human reproductive system. Describe the process of human development from fertilization to birth and major changes that occur in each trimester of pregnancy. Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Recognize that some living things produce very large numbers of offspring to ensure that enough survive to continue the species (a condition for natural selection). Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). Describe how mutation and genetic recombination increase genetic variation. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Describe the basic anatomy and physiology of the human reproductive system. Describe the process of human development from fertilization to birth and major changes that occur in each trimester of pregnancy. Test: The Human Genome Curriculum Standards: Model chromosome progression through meiosis and fertilization in order to argue how the processes of sexual reproduction lead to both genetic similarities and variation in diploid organisms. Compare and contrast the processes of sexual and asexual reproduction, identifying the advantages and disadvantages of each. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. (HS-LS3-2) Using a model that demonstrates the change in allele frequencies resulting in evolution of a population over many generations, identify causative agents of change. Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. (HS-LS4-3),(HS-LS4-4) Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Recognize that some living things produce very large numbers of offspring to ensure that enough survive to continue the species (a condition for natural selection). Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). Investigate the means by which karyotypes are utilized in diagnostic medicine. Describe how mutation and genetic recombination increase genetic variation. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Describe how mutation and genetic recombination increase genetic variation. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Describe the basic anatomy and physiology of the human reproductive system. Describe the process of human development from fertilization to birth and major changes that occur in each trimester of pregnancy. Describe the basic anatomy and physiology of the human reproductive system. Describe the process of human development from fertilization to birth and major changes that occur in each trimester of pregnancy. Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Recognize that some living things produce very large numbers of offspring to ensure that enough survive to continue the species (a condition for natural selection). Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). Describe how mutation and genetic recombination increase genetic variation. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Describe the basic anatomy and physiology of the human reproductive system. Describe the process of human development from fertilization to birth and major changes that occur in each trimester of pregnancy. eText: FL End-of-Course Test Practice: The Human Genome Curriculum Standards: Investigate the means by which karyotypes are utilized in diagnostic medicine. Model chromosome progression through meiosis and fertilization in order to argue how the processes of sexual reproduction lead to both genetic similarities and variation in diploid organisms. Compare and contrast the processes of sexual and asexual reproduction, identifying the advantages and disadvantages of each. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. (HS-LS3-2) Using a model that demonstrates the change in allele frequencies resulting in evolution of a population over many generations, identify causative agents of change. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Through pedigree analysis, identify patterns of trait inheritance to predict family member genotypes. Use mathematical thinking to predict the likelihood of various types of trait transmission. Analyze scientific and ethical arguments to support the pros and cons of application of a specific biotechnology technique such as stem cell usage, in vitro fertilization, or genetically modified organisms. Identify ways that biotechnology has impacted society and the environment, such as the development of new medicines and farming techniques. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Recognize that all organisms have a substance called DNA with unique information. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Identify ways that biotechnology has impacted society and the environment, such as the development of new medicines and farming techniques. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Recognize that all organisms have a substance called DNA with unique information. Editable FL EOC Test: The Human Genome Curriculum Standards: Investigate the means by which karyotypes are utilized in diagnostic medicine. Model chromosome progression through meiosis and fertilization in order to argue how the processes of sexual reproduction lead to both genetic similarities and variation in diploid organisms. Compare and contrast the processes of sexual and asexual reproduction, identifying the advantages and disadvantages of each. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. (HS-LS3-2) Using a model that demonstrates the change in allele frequencies resulting in evolution of a population over many generations, identify causative agents of change. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Through pedigree analysis, identify patterns of trait inheritance to predict family member genotypes. Use mathematical thinking to predict the likelihood of various types of trait transmission. Analyze scientific and ethical arguments to support the pros and cons of application of a specific biotechnology technique such as stem cell usage, in vitro fertilization, or genetically modified organisms. Identify ways that biotechnology has impacted society and the environment, such as the development of new medicines and farming techniques. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Recognize that all organisms have a substance called DNA with unique information. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Identify ways that biotechnology has impacted society and the environment, such as the development of new medicines and farming techniques. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Recognize that all organisms have a substance called DNA with unique information. FL End-of-Course Test Practice: The Human Genome Curriculum Standards: Investigate the means by which karyotypes are utilized in diagnostic medicine. Model chromosome progression through meiosis and fertilization in order to argue how the processes of sexual reproduction lead to both genetic similarities and variation in diploid organisms. Compare and contrast the processes of sexual and asexual reproduction, identifying the advantages and disadvantages of each. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. (HS-LS3-2) Using a model that demonstrates the change in allele frequencies resulting in evolution of a population over many generations, identify causative agents of change. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Through pedigree analysis, identify patterns of trait inheritance to predict family member genotypes. Use mathematical thinking to predict the likelihood of various types of trait transmission. Analyze scientific and ethical arguments to support the pros and cons of application of a specific biotechnology technique such as stem cell usage, in vitro fertilization, or genetically modified organisms. Identify ways that biotechnology has impacted society and the environment, such as the development of new medicines and farming techniques. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Recognize that all organisms have a substance called DNA with unique information. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Identify ways that biotechnology has impacted society and the environment, such as the development of new medicines and farming techniques. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Recognize that all organisms have a substance called DNA with unique information. Enrichment: The Human Genome HHMI Enrichment Video: The Making of the Fittest: Natural Selection in Humans (Sickle Cell Anemia) - Part 1 HHMI Enrichment Video: The Making of the Fittest: Natural Selection in Humans (Sickle Cell Anemia) - Part 2 HHMI Enrichment Video: Natural Selection in Humans Student Quiz HHMI Enrichment Activity: Mendelian Genetics, Pedigree, Chi-Squares Chapter 16: Biotechnology Chapter Opener: Biotechnology eText: Biotechnology Curriculum Standards: Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Obtain, evaluate, and communicate information on how molecular biotechnology may be used in a variety of fields. 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). Identify sources of information and assess their reliability according to the strict standards of scientific investigation. Identify sources of information and assess their reliability according to the strict standards of scientific investigation. Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. Describe how mutation and genetic recombination increase genetic variation. Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. Describe how mutation and genetic recombination increase genetic variation. 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Identify ways that biotechnology has impacted society and the environment, such as the development of new medicines and farming techniques. Model chromosome progression through meiosis and fertilization in order to argue how the processes of sexual reproduction lead to both genetic similarities and variation in diploid organisms. Compare and contrast the processes of sexual and asexual reproduction, identifying the advantages and disadvantages of each. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment's limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. (HS-LS4-2) Genetic information is passed from generation to generation by DNA in all organisms and accounts for similarities in related individuals. Analyze data using tools, technologies, and/or models in order to make valid and reliable scientific claims or determine an optimal design solution. Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, 3. Examine books and other sources of information to see what is already known, Analyze through research the cycling of matter in our biosphere and explain how biogeochemical cycles are critical for ecosystem function. Analyze scientific and ethical arguments to support the pros and cons of application of a specific biotechnology technique such as stem cell usage, in vitro fertilization, or genetically modified organisms. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). 5. Plan investigations, (Design and evaluate a scientific investigation). Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data and refine the design accordingly. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 10. Communicate results of scientific investigations, and 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. 11. Evaluate the merits of the explanations produced by others. 11. Evaluate the merits of the explanations produced by others. Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9???10 texts and topics. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9-10 texts and topics. Determine the central ideas or conclusions of a text; trace the text???s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text. Determine the central ideas or conclusions of a text; trace the text's explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text. Evaluate evidence behind currently accepted explanations or solutions to determine the merits of arguments. b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed. c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. Recognize that scientific knowledge can be challenged or confirmed by new investigations and reexamination. d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented. Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. Construct an explanation based on valid and reliable evidence obtained from a variety of sources (including students' own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Explain how protein formation results in phenotypic variation and discuss how changes in DNA can lead to somatic or germ line mutations. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. (HS-LS3-2) Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Evaluate the validity and reliability of multiple claims, methods, and/or designs that appear in scientific and technical texts or media reports, verifying the data when possible. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). Identify sources of information and assess their reliability according to the strict standards of scientific investigation. Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. Describe how mutation and genetic recombination increase genetic variation. 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Identify ways that biotechnology has impacted society and the environment, such as the development of new medicines and farming techniques. Genetic information is passed from generation to generation by DNA in all organisms and accounts for similarities in related individuals. Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. 11. Evaluate the merits of the explanations produced by others. Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9_?_10 texts and topics. Determine the central ideas or conclusions of a text; trace the text_?_s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text. Recognize that scientific knowledge can be challenged or confirmed by new investigations and reexamination. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Biology Foundations: Biotechnology Curriculum Standards: Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Obtain, evaluate, and communicate information on how molecular biotechnology may be used in a variety of fields. 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). Identify sources of information and assess their reliability according to the strict standards of scientific investigation. Identify sources of information and assess their reliability according to the strict standards of scientific investigation. Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. Describe how mutation and genetic recombination increase genetic variation. Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. Describe how mutation and genetic recombination increase genetic variation. 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Identify ways that biotechnology has impacted society and the environment, such as the development of new medicines and farming techniques. Model chromosome progression through meiosis and fertilization in order to argue how the processes of sexual reproduction lead to both genetic similarities and variation in diploid organisms. Compare and contrast the processes of sexual and asexual reproduction, identifying the advantages and disadvantages of each. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment's limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. (HS-LS4-2) Genetic information is passed from generation to generation by DNA in all organisms and accounts for similarities in related individuals. Analyze data using tools, technologies, and/or models in order to make valid and reliable scientific claims or determine an optimal design solution. Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, 3. Examine books and other sources of information to see what is already known, Analyze through research the cycling of matter in our biosphere and explain how biogeochemical cycles are critical for ecosystem function. Analyze scientific and ethical arguments to support the pros and cons of application of a specific biotechnology technique such as stem cell usage, in vitro fertilization, or genetically modified organisms. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). 5. Plan investigations, (Design and evaluate a scientific investigation). Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data and refine the design accordingly. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 10. Communicate results of scientific investigations, and 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. 11. Evaluate the merits of the explanations produced by others. 11. Evaluate the merits of the explanations produced by others. Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9???10 texts and topics. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9-10 texts and topics. Determine the central ideas or conclusions of a text; trace the text???s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text. Determine the central ideas or conclusions of a text; trace the text's explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text. Evaluate evidence behind currently accepted explanations or solutions to determine the merits of arguments. b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed. c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. Recognize that scientific knowledge can be challenged or confirmed by new investigations and reexamination. d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented. Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. Construct an explanation based on valid and reliable evidence obtained from a variety of sources (including students' own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Explain how protein formation results in phenotypic variation and discuss how changes in DNA can lead to somatic or germ line mutations. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. (HS-LS3-2) Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Evaluate the validity and reliability of multiple claims, methods, and/or designs that appear in scientific and technical texts or media reports, verifying the data when possible. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). Identify sources of information and assess their reliability according to the strict standards of scientific investigation. Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. Describe how mutation and genetic recombination increase genetic variation. 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Identify ways that biotechnology has impacted society and the environment, such as the development of new medicines and farming techniques. Genetic information is passed from generation to generation by DNA in all organisms and accounts for similarities in related individuals. Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. 11. Evaluate the merits of the explanations produced by others. Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9_?_10 texts and topics. Determine the central ideas or conclusions of a text; trace the text_?_s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text. Recognize that scientific knowledge can be challenged or confirmed by new investigations and reexamination. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Lesson 1: Changing the Living World Connect Inquiry Warm-Up Lab: Can You Improve Plant Breeding? Curriculum Standards: Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. Describe how mutation and genetic recombination increase genetic variation. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Model chromosome progression through meiosis and fertilization in order to argue how the processes of sexual reproduction lead to both genetic similarities and variation in diploid organisms. Compare and contrast the processes of sexual and asexual reproduction, identifying the advantages and disadvantages of each. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment's limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. (HS-LS4-2) Describe how mutation and genetic recombination increase genetic variation. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Genetic information is passed from generation to generation by DNA in all organisms and accounts for similarities in related individuals. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain how protein formation results in phenotypic variation and discuss how changes in DNA can lead to somatic or germ line mutations. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. (HS-LS3-2) Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population. Environmental factors also affect expression of traits, and hence affect the probability of occurrences of traits in a population. Thus the variation and distribution of traits observed depends on both genetic and environmental factors. (HS-LS3-2),(HS-LS3-3) Describe how mutation and genetic recombination increase genetic variation. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Genetic information is passed from generation to generation by DNA in all organisms and accounts for similarities in related individuals. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Investigate eText: Changing the Living World Curriculum Standards: Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. Describe how mutation and genetic recombination increase genetic variation. Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. Describe how mutation and genetic recombination increase genetic variation. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Model chromosome progression through meiosis and fertilization in order to argue how the processes of sexual reproduction lead to both genetic similarities and variation in diploid organisms. Compare and contrast the processes of sexual and asexual reproduction, identifying the advantages and disadvantages of each. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment's limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. (HS-LS4-2) Genetic information is passed from generation to generation by DNA in all organisms and accounts for similarities in related individuals. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Explain how protein formation results in phenotypic variation and discuss how changes in DNA can lead to somatic or germ line mutations. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. (HS-LS3-2) Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. Describe how mutation and genetic recombination increase genetic variation. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Genetic information is passed from generation to generation by DNA in all organisms and accounts for similarities in related individuals. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Interactivity: Selective Breeding Curriculum Standards: Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Obtain, evaluate, and communicate information on how molecular biotechnology may be used in a variety of fields. Identify ways that biotechnology has impacted society and the environment, such as the development of new medicines and farming techniques. Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. Analyze scientific and ethical arguments to support the pros and cons of application of a specific biotechnology technique such as stem cell usage, in vitro fertilization, or genetically modified organisms. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Demonstrate how DNA sequence information is decoded through transcriptional and translational processes within the cell in order to synthesize proteins. Examine the relationship of structure and function of various types of RNA and the importance of this relationship in these processes. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Integrate evidence to develop a structural model of a DNA molecule. Using the model, develop and communicate an explanation for how DNA serves as a template for self-replication and encodes biological information. Describe how mutation and genetic recombination increase genetic variation. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain how protein formation results in phenotypic variation and discuss how changes in DNA can lead to somatic or germ line mutations. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. (HS-LS3-2) Describe how mutation and genetic recombination increase genetic variation. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Identify ways that biotechnology has impacted society and the environment, such as the development of new medicines and farming techniques. Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Describe how mutation and genetic recombination increase genetic variation. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Spanish Workbook: Selective Breeding Editable Presentation: Changing the Living World Synthesize Interactive Video: Diversity in Purebred Dogs Demonstrate eText: Lesson Review: Changing the Living World Curriculum Standards: Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Describe how mutation and genetic recombination increase genetic variation. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Describe how mutation and genetic recombination increase genetic variation. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain how protein formation results in phenotypic variation and discuss how changes in DNA can lead to somatic or germ line mutations. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Describe how mutation and genetic recombination increase genetic variation. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Quiz Review: Changing the Living World Curriculum Standards: Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Describe how mutation and genetic recombination increase genetic variation. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Describe how mutation and genetic recombination increase genetic variation. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain how protein formation results in phenotypic variation and discuss how changes in DNA can lead to somatic or germ line mutations. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Describe how mutation and genetic recombination increase genetic variation. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Editable Quiz: Changing the Living World Curriculum Standards: Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Describe how mutation and genetic recombination increase genetic variation. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Describe how mutation and genetic recombination increase genetic variation. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain how protein formation results in phenotypic variation and discuss how changes in DNA can lead to somatic or germ line mutations. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Describe how mutation and genetic recombination increase genetic variation. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Quiz: Changing the Living World Curriculum Standards: Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Describe how mutation and genetic recombination increase genetic variation. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Describe how mutation and genetic recombination increase genetic variation. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain how protein formation results in phenotypic variation and discuss how changes in DNA can lead to somatic or germ line mutations. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Describe how mutation and genetic recombination increase genetic variation. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Lesson 2: The Process of Genetic Engineering Connect Class Discussion: Sneaking In Curriculum Standards: Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Obtain, evaluate, and communicate information on how molecular biotechnology may be used in a variety of fields. Identify ways that biotechnology has impacted society and the environment, such as the development of new medicines and farming techniques. Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. Analyze scientific and ethical arguments to support the pros and cons of application of a specific biotechnology technique such as stem cell usage, in vitro fertilization, or genetically modified organisms. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Demonstrate how DNA sequence information is decoded through transcriptional and translational processes within the cell in order to synthesize proteins. Examine the relationship of structure and function of various types of RNA and the importance of this relationship in these processes. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Integrate evidence to develop a structural model of a DNA molecule. Using the model, develop and communicate an explanation for how DNA serves as a template for self-replication and encodes biological information. Describe how mutation and genetic recombination increase genetic variation. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain how protein formation results in phenotypic variation and discuss how changes in DNA can lead to somatic or germ line mutations. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. (HS-LS3-2) Describe how mutation and genetic recombination increase genetic variation. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Identify ways that biotechnology has impacted society and the environment, such as the development of new medicines and farming techniques. Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Describe how mutation and genetic recombination increase genetic variation. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Investigate eText: The Process of Genetic Engineering Curriculum Standards: Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Obtain, evaluate, and communicate information on how molecular biotechnology may be used in a variety of fields. Identify ways that biotechnology has impacted society and the environment, such as the development of new medicines and farming techniques. Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. Analyze scientific and ethical arguments to support the pros and cons of application of a specific biotechnology technique such as stem cell usage, in vitro fertilization, or genetically modified organisms. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Identify ways that biotechnology has impacted society and the environment, such as the development of new medicines and farming techniques. Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. Quick Lab: Inserting Genetic Markers Curriculum Standards: 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). Analyze data using tools, technologies, and/or models in order to make valid and reliable scientific claims or determine an optimal design solution. 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). 5. Plan investigations, (Design and evaluate a scientific investigation). Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data and refine the design accordingly. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 10. Communicate results of scientific investigations, and 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. 11. Evaluate the merits of the explanations produced by others. 11. Evaluate the merits of the explanations produced by others. Evaluate evidence behind currently accepted explanations or solutions to determine the merits of arguments. Construct an explanation based on valid and reliable evidence obtained from a variety of sources (including students' own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Evaluate the validity and reliability of multiple claims, methods, and/or designs that appear in scientific and technical texts or media reports, verifying the data when possible. 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. 11. Evaluate the merits of the explanations produced by others. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Interactivity: Genetic Engineering Curriculum Standards: Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Obtain, evaluate, and communicate information on how molecular biotechnology may be used in a variety of fields. Analyze strategies for prevention, detection, and treatment of communicable and chronic diseases. Identify ways to prevent infection from bacteria and viruses, such as hand washing and first aid. Analyze strategies for prevention, detection, and treatment of communicable and chronic diseases. Identify ways that biotechnology has impacted society and the environment, such as the development of new medicines and farming techniques. Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. Analyze scientific and ethical arguments to support the pros and cons of application of a specific biotechnology technique such as stem cell usage, in vitro fertilization, or genetically modified organisms. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Demonstrate how DNA sequence information is decoded through transcriptional and translational processes within the cell in order to synthesize proteins. Examine the relationship of structure and function of various types of RNA and the importance of this relationship in these processes. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Integrate evidence to develop a structural model of a DNA molecule. Using the model, develop and communicate an explanation for how DNA serves as a template for self-replication and encodes biological information. Describe how mutation and genetic recombination increase genetic variation. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain how protein formation results in phenotypic variation and discuss how changes in DNA can lead to somatic or germ line mutations. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. (HS-LS3-2) Describe how mutation and genetic recombination increase genetic variation. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Identify ways to prevent infection from bacteria and viruses, such as hand washing and first aid. Analyze strategies for prevention, detection, and treatment of communicable and chronic diseases. Identify ways that biotechnology has impacted society and the environment, such as the development of new medicines and farming techniques. Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Describe how mutation and genetic recombination increase genetic variation. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Spanish Workbook: Recombinant DNA Editable Presentation: The Process of Genetic Engineering Synthesize PBL Science Skills Activity: Transforming an Animal Curriculum Standards: Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Obtain, evaluate, and communicate information on how molecular biotechnology may be used in a variety of fields. Identify ways that biotechnology has impacted society and the environment, such as the development of new medicines and farming techniques. Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. Analyze scientific and ethical arguments to support the pros and cons of application of a specific biotechnology technique such as stem cell usage, in vitro fertilization, or genetically modified organisms. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Identify ways that biotechnology has impacted society and the environment, such as the development of new medicines and farming techniques. Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. PBL Science Skills Worksheet: Transforming an Animal Curriculum Standards: Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Obtain, evaluate, and communicate information on how molecular biotechnology may be used in a variety of fields. Identify ways that biotechnology has impacted society and the environment, such as the development of new medicines and farming techniques. Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. Analyze scientific and ethical arguments to support the pros and cons of application of a specific biotechnology technique such as stem cell usage, in vitro fertilization, or genetically modified organisms. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Identify ways that biotechnology has impacted society and the environment, such as the development of new medicines and farming techniques. Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. Demonstrate eText: Lesson Review: The Process of Genetic Engineering Curriculum Standards: Obtain, evaluate, and communicate information on how molecular biotechnology may be used in a variety of fields. Analyze scientific and ethical arguments to support the pros and cons of application of a specific biotechnology technique such as stem cell usage, in vitro fertilization, or genetically modified organisms. Manipulation of DNA in organisms has led to commercial production of biological molecules on a large scale and genetically modified organisms. Manipulation of DNA in organisms has led to commercial production of biological molecules on a large scale and genetically modified organisms. Quiz Review: The Process of Genetic Engineering Curriculum Standards: Obtain, evaluate, and communicate information on how molecular biotechnology may be used in a variety of fields. Analyze scientific and ethical arguments to support the pros and cons of application of a specific biotechnology technique such as stem cell usage, in vitro fertilization, or genetically modified organisms. Manipulation of DNA in organisms has led to commercial production of biological molecules on a large scale and genetically modified organisms. Manipulation of DNA in organisms has led to commercial production of biological molecules on a large scale and genetically modified organisms. Editable Quiz: The Process of Genetic Engineering Curriculum Standards: Obtain, evaluate, and communicate information on how molecular biotechnology may be used in a variety of fields. Analyze scientific and ethical arguments to support the pros and cons of application of a specific biotechnology technique such as stem cell usage, in vitro fertilization, or genetically modified organisms. Manipulation of DNA in organisms has led to commercial production of biological molecules on a large scale and genetically modified organisms. Manipulation of DNA in organisms has led to commercial production of biological molecules on a large scale and genetically modified organisms. Quiz: The Process of Genetic Engineering Curriculum Standards: Obtain, evaluate, and communicate information on how molecular biotechnology may be used in a variety of fields. Analyze scientific and ethical arguments to support the pros and cons of application of a specific biotechnology technique such as stem cell usage, in vitro fertilization, or genetically modified organisms. Manipulation of DNA in organisms has led to commercial production of biological molecules on a large scale and genetically modified organisms. Manipulation of DNA in organisms has led to commercial production of biological molecules on a large scale and genetically modified organisms. Lesson 3: Applications of Biotechnology Connect Discussion Board: The Good with the Bad Curriculum Standards: Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Obtain, evaluate, and communicate information on how molecular biotechnology may be used in a variety of fields. Identify ways that biotechnology has impacted society and the environment, such as the development of new medicines and farming techniques. Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. Analyze scientific and ethical arguments to support the pros and cons of application of a specific biotechnology technique such as stem cell usage, in vitro fertilization, or genetically modified organisms. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Demonstrate how DNA sequence information is decoded through transcriptional and translational processes within the cell in order to synthesize proteins. Examine the relationship of structure and function of various types of RNA and the importance of this relationship in these processes. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Integrate evidence to develop a structural model of a DNA molecule. Using the model, develop and communicate an explanation for how DNA serves as a template for self-replication and encodes biological information. Describe how mutation and genetic recombination increase genetic variation. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain how protein formation results in phenotypic variation and discuss how changes in DNA can lead to somatic or germ line mutations. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. (HS-LS3-2) Describe how mutation and genetic recombination increase genetic variation. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Identify ways that biotechnology has impacted society and the environment, such as the development of new medicines and farming techniques. Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Describe how mutation and genetic recombination increase genetic variation. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Investigate eText: Applications of Biotechnology Curriculum Standards: Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Obtain, evaluate, and communicate information on how molecular biotechnology may be used in a variety of fields. Identify ways that biotechnology has impacted society and the environment, such as the development of new medicines and farming techniques. Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. Analyze scientific and ethical arguments to support the pros and cons of application of a specific biotechnology technique such as stem cell usage, in vitro fertilization, or genetically modified organisms. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Identify ways that biotechnology has impacted society and the environment, such as the development of new medicines and farming techniques. Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. Interactivity: Applying Biotechnology Curriculum Standards: Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Obtain, evaluate, and communicate information on how molecular biotechnology may be used in a variety of fields. Identify ways that biotechnology has impacted society and the environment, such as the development of new medicines and farming techniques. Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. Analyze scientific and ethical arguments to support the pros and cons of application of a specific biotechnology technique such as stem cell usage, in vitro fertilization, or genetically modified organisms. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Demonstrate how DNA sequence information is decoded through transcriptional and translational processes within the cell in order to synthesize proteins. Examine the relationship of structure and function of various types of RNA and the importance of this relationship in these processes. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Integrate evidence to develop a structural model of a DNA molecule. Using the model, develop and communicate an explanation for how DNA serves as a template for self-replication and encodes biological information. Describe how mutation and genetic recombination increase genetic variation. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain how protein formation results in phenotypic variation and discuss how changes in DNA can lead to somatic or germ line mutations. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. (HS-LS3-2) Describe how mutation and genetic recombination increase genetic variation. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Identify ways that biotechnology has impacted society and the environment, such as the development of new medicines and farming techniques. Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Describe how mutation and genetic recombination increase genetic variation. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Spanish Workbook: Applications of Genetic Engineering Editable Presentation: Applications of Biotechnology Synthesize Science Skills Activity: Identifying Individuals Curriculum Standards: Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Obtain, evaluate, and communicate information on how molecular biotechnology may be used in a variety of fields. Identify ways that biotechnology has impacted society and the environment, such as the development of new medicines and farming techniques. Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. Analyze scientific and ethical arguments to support the pros and cons of application of a specific biotechnology technique such as stem cell usage, in vitro fertilization, or genetically modified organisms. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Identify ways that biotechnology has impacted society and the environment, such as the development of new medicines and farming techniques. Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. Science Skills Worksheet: Identifying Individuals Curriculum Standards: Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Obtain, evaluate, and communicate information on how molecular biotechnology may be used in a variety of fields. Identify ways that biotechnology has impacted society and the environment, such as the development of new medicines and farming techniques. Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. Analyze scientific and ethical arguments to support the pros and cons of application of a specific biotechnology technique such as stem cell usage, in vitro fertilization, or genetically modified organisms. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Identify ways that biotechnology has impacted society and the environment, such as the development of new medicines and farming techniques. Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. Forensics Lab: Using DNA to Solve Crimes Curriculum Standards: Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Obtain, evaluate, and communicate information on how molecular biotechnology may be used in a variety of fields. 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). Identify ways that biotechnology has impacted society and the environment, such as the development of new medicines and farming techniques. Analyze data using tools, technologies, and/or models in order to make valid and reliable scientific claims or determine an optimal design solution. Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. Analyze scientific and ethical arguments to support the pros and cons of application of a specific biotechnology technique such as stem cell usage, in vitro fertilization, or genetically modified organisms. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). 5. Plan investigations, (Design and evaluate a scientific investigation). Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data and refine the design accordingly. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 10. Communicate results of scientific investigations, and 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. 11. Evaluate the merits of the explanations produced by others. 11. Evaluate the merits of the explanations produced by others. Evaluate evidence behind currently accepted explanations or solutions to determine the merits of arguments. Construct an explanation based on valid and reliable evidence obtained from a variety of sources (including students' own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Evaluate the validity and reliability of multiple claims, methods, and/or designs that appear in scientific and technical texts or media reports, verifying the data when possible. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). Identify ways that biotechnology has impacted society and the environment, such as the development of new medicines and farming techniques. Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. 11. Evaluate the merits of the explanations produced by others. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Foundations Forensics Lab: Using DNA to Solve Crimes Curriculum Standards: Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Obtain, evaluate, and communicate information on how molecular biotechnology may be used in a variety of fields. 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). Identify ways that biotechnology has impacted society and the environment, such as the development of new medicines and farming techniques. Analyze data using tools, technologies, and/or models in order to make valid and reliable scientific claims or determine an optimal design solution. Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. Analyze scientific and ethical arguments to support the pros and cons of application of a specific biotechnology technique such as stem cell usage, in vitro fertilization, or genetically modified organisms. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). 5. Plan investigations, (Design and evaluate a scientific investigation). Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data and refine the design accordingly. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 10. Communicate results of scientific investigations, and 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. 11. Evaluate the merits of the explanations produced by others. 11. Evaluate the merits of the explanations produced by others. Evaluate evidence behind currently accepted explanations or solutions to determine the merits of arguments. Construct an explanation based on valid and reliable evidence obtained from a variety of sources (including students' own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Evaluate the validity and reliability of multiple claims, methods, and/or designs that appear in scientific and technical texts or media reports, verifying the data when possible. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). Identify ways that biotechnology has impacted society and the environment, such as the development of new medicines and farming techniques. Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. 11. Evaluate the merits of the explanations produced by others. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. PBL Authentic Reading: Genes Essential to Life Found in Mouse Mutants are Related to Many Human Disease Genes Curriculum Standards: Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts. (HS-ETS1-3) Demonstrate eText: Lesson Review: Applications of Biotechnology Curriculum Standards: Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Analyze scientific and ethical arguments to support the pros and cons of application of a specific biotechnology technique such as stem cell usage, in vitro fertilization, or genetically modified organisms. Identify ways that biotechnology has impacted society and the environment, such as the development of new medicines and farming techniques. Recognize that new medicines and foods can be developed by science (biotechnology). Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Identify ways that biotechnology has impacted society and the environment, such as the development of new medicines and farming techniques. Recognize that new medicines and foods can be developed by science (biotechnology). Quiz Review: Applications of Biotechnology Curriculum Standards: Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Analyze scientific and ethical arguments to support the pros and cons of application of a specific biotechnology technique such as stem cell usage, in vitro fertilization, or genetically modified organisms. Identify ways that biotechnology has impacted society and the environment, such as the development of new medicines and farming techniques. Recognize that new medicines and foods can be developed by science (biotechnology). Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Identify ways that biotechnology has impacted society and the environment, such as the development of new medicines and farming techniques. Recognize that new medicines and foods can be developed by science (biotechnology). Editable Quiz: Applications of Biotechnology Curriculum Standards: Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Analyze scientific and ethical arguments to support the pros and cons of application of a specific biotechnology technique such as stem cell usage, in vitro fertilization, or genetically modified organisms. Identify ways that biotechnology has impacted society and the environment, such as the development of new medicines and farming techniques. Recognize that new medicines and foods can be developed by science (biotechnology). Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Identify ways that biotechnology has impacted society and the environment, such as the development of new medicines and farming techniques. Recognize that new medicines and foods can be developed by science (biotechnology). Quiz: Applications of Biotechnology Curriculum Standards: Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Analyze scientific and ethical arguments to support the pros and cons of application of a specific biotechnology technique such as stem cell usage, in vitro fertilization, or genetically modified organisms. Identify ways that biotechnology has impacted society and the environment, such as the development of new medicines and farming techniques. Recognize that new medicines and foods can be developed by science (biotechnology). Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Identify ways that biotechnology has impacted society and the environment, such as the development of new medicines and farming techniques. Recognize that new medicines and foods can be developed by science (biotechnology). Lesson 4: Ethics and Impacts of Biotechnology Connect Discussion Board: Bioethics and You Curriculum Standards: Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Obtain, evaluate, and communicate information on how molecular biotechnology may be used in a variety of fields. Identify ways that biotechnology has impacted society and the environment, such as the development of new medicines and farming techniques. Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. Analyze scientific and ethical arguments to support the pros and cons of application of a specific biotechnology technique such as stem cell usage, in vitro fertilization, or genetically modified organisms. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Identify ways that biotechnology has impacted society and the environment, such as the development of new medicines and farming techniques. Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. Investigate eText: Ethics and Impacts of Biotechnology Curriculum Standards: Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Obtain, evaluate, and communicate information on how molecular biotechnology may be used in a variety of fields. Identify ways that biotechnology has impacted society and the environment, such as the development of new medicines and farming techniques. Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. Analyze scientific and ethical arguments to support the pros and cons of application of a specific biotechnology technique such as stem cell usage, in vitro fertilization, or genetically modified organisms. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Identify ways that biotechnology has impacted society and the environment, such as the development of new medicines and farming techniques. Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. Analyzing Data: Genetically Modified Crops in the United States Curriculum Standards: Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Obtain, evaluate, and communicate information on how molecular biotechnology may be used in a variety of fields. Identify ways that biotechnology has impacted society and the environment, such as the development of new medicines and farming techniques. Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. Analyze scientific and ethical arguments to support the pros and cons of application of a specific biotechnology technique such as stem cell usage, in vitro fertilization, or genetically modified organisms. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Identify ways that biotechnology has impacted society and the environment, such as the development of new medicines and farming techniques. Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. Interactivity: Impact and Ethics of Biotechnology Curriculum Standards: Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Obtain, evaluate, and communicate information on how molecular biotechnology may be used in a variety of fields. Identify ways that biotechnology has impacted society and the environment, such as the development of new medicines and farming techniques. Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. Analyze scientific and ethical arguments to support the pros and cons of application of a specific biotechnology technique such as stem cell usage, in vitro fertilization, or genetically modified organisms. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Identify ways that biotechnology has impacted society and the environment, such as the development of new medicines and farming techniques. Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. Spanish Workbook: Ethics and Impacts of Biotechnology Editable Presentation: Ethics and Impacts of Biotechnology Synthesize Interactive Video: Genetically Modified Organisms Curriculum Standards: Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Obtain, evaluate, and communicate information on how molecular biotechnology may be used in a variety of fields. Identify ways that biotechnology has impacted society and the environment, such as the development of new medicines and farming techniques. Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. Analyze scientific and ethical arguments to support the pros and cons of application of a specific biotechnology technique such as stem cell usage, in vitro fertilization, or genetically modified organisms. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Identify ways that biotechnology has impacted society and the environment, such as the development of new medicines and farming techniques. Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. PBL STEM Project: Design Evaluation Criteria for Uses of GM Animals Curriculum Standards: Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts. (HS-ETS1-3) Demonstrate eText: Lesson Review: Ethics and Impacts of Biotechnology Curriculum Standards: Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Analyze scientific and ethical arguments to support the pros and cons of application of a specific biotechnology technique such as stem cell usage, in vitro fertilization, or genetically modified organisms. Identify ways that biotechnology has impacted society and the environment, such as the development of new medicines and farming techniques. Recognize that new medicines and foods can be developed by science (biotechnology). Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Identify ways that biotechnology has impacted society and the environment, such as the development of new medicines and farming techniques. Recognize that new medicines and foods can be developed by science (biotechnology). Quiz Review: Ethics and Impacts of Biotechnology Curriculum Standards: Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Analyze scientific and ethical arguments to support the pros and cons of application of a specific biotechnology technique such as stem cell usage, in vitro fertilization, or genetically modified organisms. Identify ways that biotechnology has impacted society and the environment, such as the development of new medicines and farming techniques. Recognize that new medicines and foods can be developed by science (biotechnology). Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Identify ways that biotechnology has impacted society and the environment, such as the development of new medicines and farming techniques. Recognize that new medicines and foods can be developed by science (biotechnology). Editable Quiz: Ethics and Impacts of Biotechnology Curriculum Standards: Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Analyze scientific and ethical arguments to support the pros and cons of application of a specific biotechnology technique such as stem cell usage, in vitro fertilization, or genetically modified organisms. Identify ways that biotechnology has impacted society and the environment, such as the development of new medicines and farming techniques. Recognize that new medicines and foods can be developed by science (biotechnology). Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Identify ways that biotechnology has impacted society and the environment, such as the development of new medicines and farming techniques. Recognize that new medicines and foods can be developed by science (biotechnology). Quiz: Ethics and Impacts of Biotechnology Curriculum Standards: Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Analyze scientific and ethical arguments to support the pros and cons of application of a specific biotechnology technique such as stem cell usage, in vitro fertilization, or genetically modified organisms. Identify ways that biotechnology has impacted society and the environment, such as the development of new medicines and farming techniques. Recognize that new medicines and foods can be developed by science (biotechnology). Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Identify ways that biotechnology has impacted society and the environment, such as the development of new medicines and farming techniques. Recognize that new medicines and foods can be developed by science (biotechnology). Chapter Close: Biotechnology eText: Case Study Wrap-Up: What Will the Future Hold for Genetically Modified Crops? Curriculum Standards: Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Obtain, evaluate, and communicate information on how molecular biotechnology may be used in a variety of fields. Identify sources of information and assess their reliability according to the strict standards of scientific investigation. Identify sources of information and assess their reliability according to the strict standards of scientific investigation. Identify ways that biotechnology has impacted society and the environment, such as the development of new medicines and farming techniques. Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. 3. Examine books and other sources of information to see what is already known, 3. Examine books and other sources of information to see what is already known, Analyze through research the cycling of matter in our biosphere and explain how biogeochemical cycles are critical for ecosystem function. Analyze scientific and ethical arguments to support the pros and cons of application of a specific biotechnology technique such as stem cell usage, in vitro fertilization, or genetically modified organisms. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. Draw evidence from informational texts to support analysis, reflection, and research. Draw evidence from informational texts to support analysis, reflection, and research. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Identify sources of information and assess their reliability according to the strict standards of scientific investigation. Identify ways that biotechnology has impacted society and the environment, such as the development of new medicines and farming techniques. Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. 3. Examine books and other sources of information to see what is already known, 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. Draw evidence from informational texts to support analysis, reflection, and research. HHMI Career Video: Genetically Modified Mosquitoes eText: Chapter 16 Study Guide Curriculum Standards: Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. Obtain, evaluate, and communicate information on how molecular biotechnology may be used in a variety of fields. Analyze scientific and ethical arguments to support the pros and cons of application of a specific biotechnology technique such as stem cell usage, in vitro fertilization, or genetically modified organisms. Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species' characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function. (HS-LS3-1) Describe how mutation and genetic recombination increase genetic variation. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Describe how mutation and genetic recombination increase genetic variation. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Manipulation of DNA in organisms has led to commercial production of biological molecules on a large scale and genetically modified organisms. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Demonstrate how DNA sequence information is decoded through transcriptional and translational processes within the cell in order to synthesize proteins. Examine the relationship of structure and function of various types of RNA and the importance of this relationship in these processes. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. Identify ways that biotechnology has impacted society and the environment, such as the development of new medicines and farming techniques. Recognize that new medicines and foods can be developed by science (biotechnology). Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Describe how mutation and genetic recombination increase genetic variation. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Manipulation of DNA in organisms has led to commercial production of biological molecules on a large scale and genetically modified organisms. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Identify ways that biotechnology has impacted society and the environment, such as the development of new medicines and farming techniques. Recognize that new medicines and foods can be developed by science (biotechnology). Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. eText: Performance-Based-Assessment: Gene Therapy New Technology, New Challenges Curriculum Standards: Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Obtain, evaluate, and communicate information on how molecular biotechnology may be used in a variety of fields. Identify sources of information and assess their reliability according to the strict standards of scientific investigation. Identify sources of information and assess their reliability according to the strict standards of scientific investigation. Identify ways that biotechnology has impacted society and the environment, such as the development of new medicines and farming techniques. Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. 3. Examine books and other sources of information to see what is already known, 3. Examine books and other sources of information to see what is already known, Analyze through research the cycling of matter in our biosphere and explain how biogeochemical cycles are critical for ecosystem function. Analyze scientific and ethical arguments to support the pros and cons of application of a specific biotechnology technique such as stem cell usage, in vitro fertilization, or genetically modified organisms. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). a. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. a. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. Determine the central ideas or conclusions of a text; trace the text???s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text. Determine the central ideas or conclusions of a text; trace the text's explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence. a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence. e. Provide a concluding statement or section that follows from or supports the argument presented. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). e. Provide a concluding statement or section that follows from or supports the argument presented. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers. d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers. b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience???s knowledge of the topic. b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience' knowledge of the topic. b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed. c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. Recognize that scientific knowledge can be challenged or confirmed by new investigations and reexamination. d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented. Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Identify sources of information and assess their reliability according to the strict standards of scientific investigation. Identify ways that biotechnology has impacted society and the environment, such as the development of new medicines and farming techniques. Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. 3. Examine books and other sources of information to see what is already known, 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). a. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. Determine the central ideas or conclusions of a text; trace the text_?_s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence. e. Provide a concluding statement or section that follows from or supports the argument presented. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers. b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience_?_s knowledge of the topic. Recognize that scientific knowledge can be challenged or confirmed by new investigations and reexamination. eText: Chapter 16 Assessment Curriculum Standards: Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. Obtain, evaluate, and communicate information on how molecular biotechnology may be used in a variety of fields. Analyze scientific and ethical arguments to support the pros and cons of application of a specific biotechnology technique such as stem cell usage, in vitro fertilization, or genetically modified organisms. Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species' characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function. (HS-LS3-1) Describe how mutation and genetic recombination increase genetic variation. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Describe how mutation and genetic recombination increase genetic variation. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Manipulation of DNA in organisms has led to commercial production of biological molecules on a large scale and genetically modified organisms. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Demonstrate how DNA sequence information is decoded through transcriptional and translational processes within the cell in order to synthesize proteins. Examine the relationship of structure and function of various types of RNA and the importance of this relationship in these processes. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. Identify ways that biotechnology has impacted society and the environment, such as the development of new medicines and farming techniques. Recognize that new medicines and foods can be developed by science (biotechnology). Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Describe how mutation and genetic recombination increase genetic variation. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Manipulation of DNA in organisms has led to commercial production of biological molecules on a large scale and genetically modified organisms. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Identify ways that biotechnology has impacted society and the environment, such as the development of new medicines and farming techniques. Recognize that new medicines and foods can be developed by science (biotechnology). Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Test Review: Biotechnology Curriculum Standards: Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. Obtain, evaluate, and communicate information on how molecular biotechnology may be used in a variety of fields. Analyze scientific and ethical arguments to support the pros and cons of application of a specific biotechnology technique such as stem cell usage, in vitro fertilization, or genetically modified organisms. Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species' characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function. (HS-LS3-1) Describe how mutation and genetic recombination increase genetic variation. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Describe how mutation and genetic recombination increase genetic variation. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Manipulation of DNA in organisms has led to commercial production of biological molecules on a large scale and genetically modified organisms. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Demonstrate how DNA sequence information is decoded through transcriptional and translational processes within the cell in order to synthesize proteins. Examine the relationship of structure and function of various types of RNA and the importance of this relationship in these processes. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. Identify ways that biotechnology has impacted society and the environment, such as the development of new medicines and farming techniques. Recognize that new medicines and foods can be developed by science (biotechnology). Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Describe how mutation and genetic recombination increase genetic variation. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Manipulation of DNA in organisms has led to commercial production of biological molecules on a large scale and genetically modified organisms. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Identify ways that biotechnology has impacted society and the environment, such as the development of new medicines and farming techniques. Recognize that new medicines and foods can be developed by science (biotechnology). Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Editable Test: Biotechnology Curriculum Standards: Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. Obtain, evaluate, and communicate information on how molecular biotechnology may be used in a variety of fields. Analyze scientific and ethical arguments to support the pros and cons of application of a specific biotechnology technique such as stem cell usage, in vitro fertilization, or genetically modified organisms. Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species' characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function. (HS-LS3-1) Describe how mutation and genetic recombination increase genetic variation. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Describe how mutation and genetic recombination increase genetic variation. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Manipulation of DNA in organisms has led to commercial production of biological molecules on a large scale and genetically modified organisms. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Demonstrate how DNA sequence information is decoded through transcriptional and translational processes within the cell in order to synthesize proteins. Examine the relationship of structure and function of various types of RNA and the importance of this relationship in these processes. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. Identify ways that biotechnology has impacted society and the environment, such as the development of new medicines and farming techniques. Recognize that new medicines and foods can be developed by science (biotechnology). Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Describe how mutation and genetic recombination increase genetic variation. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Manipulation of DNA in organisms has led to commercial production of biological molecules on a large scale and genetically modified organisms. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Identify ways that biotechnology has impacted society and the environment, such as the development of new medicines and farming techniques. Recognize that new medicines and foods can be developed by science (biotechnology). Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Test: Biotechnology Curriculum Standards: Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. Obtain, evaluate, and communicate information on how molecular biotechnology may be used in a variety of fields. Analyze scientific and ethical arguments to support the pros and cons of application of a specific biotechnology technique such as stem cell usage, in vitro fertilization, or genetically modified organisms. Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species' characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function. (HS-LS3-1) Describe how mutation and genetic recombination increase genetic variation. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Describe how mutation and genetic recombination increase genetic variation. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Manipulation of DNA in organisms has led to commercial production of biological molecules on a large scale and genetically modified organisms. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Demonstrate how DNA sequence information is decoded through transcriptional and translational processes within the cell in order to synthesize proteins. Examine the relationship of structure and function of various types of RNA and the importance of this relationship in these processes. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. Identify ways that biotechnology has impacted society and the environment, such as the development of new medicines and farming techniques. Recognize that new medicines and foods can be developed by science (biotechnology). Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Describe how mutation and genetic recombination increase genetic variation. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Manipulation of DNA in organisms has led to commercial production of biological molecules on a large scale and genetically modified organisms. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Identify ways that biotechnology has impacted society and the environment, such as the development of new medicines and farming techniques. Recognize that new medicines and foods can be developed by science (biotechnology). Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. eText: FL End-of-Course Test Practice: Biotechnology Curriculum Standards: Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Obtain, evaluate, and communicate information on how molecular biotechnology may be used in a variety of fields. Identify ways that biotechnology has impacted society and the environment, such as the development of new medicines and farming techniques. Analyze scientific and ethical arguments to support the pros and cons of application of a specific biotechnology technique such as stem cell usage, in vitro fertilization, or genetically modified organisms. Manipulation of DNA in organisms has led to commercial production of biological molecules on a large scale and genetically modified organisms. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Identify ways that biotechnology has impacted society and the environment, such as the development of new medicines and farming techniques. Manipulation of DNA in organisms has led to commercial production of biological molecules on a large scale and genetically modified organisms. Editable FL EOC Test: Biotechnology Curriculum Standards: Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Obtain, evaluate, and communicate information on how molecular biotechnology may be used in a variety of fields. Identify ways that biotechnology has impacted society and the environment, such as the development of new medicines and farming techniques. Analyze scientific and ethical arguments to support the pros and cons of application of a specific biotechnology technique such as stem cell usage, in vitro fertilization, or genetically modified organisms. Manipulation of DNA in organisms has led to commercial production of biological molecules on a large scale and genetically modified organisms. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Identify ways that biotechnology has impacted society and the environment, such as the development of new medicines and farming techniques. Manipulation of DNA in organisms has led to commercial production of biological molecules on a large scale and genetically modified organisms. FL End-of-Course Test Practice: Biotechnology Curriculum Standards: Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Obtain, evaluate, and communicate information on how molecular biotechnology may be used in a variety of fields. Identify ways that biotechnology has impacted society and the environment, such as the development of new medicines and farming techniques. Analyze scientific and ethical arguments to support the pros and cons of application of a specific biotechnology technique such as stem cell usage, in vitro fertilization, or genetically modified organisms. Manipulation of DNA in organisms has led to commercial production of biological molecules on a large scale and genetically modified organisms. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Identify ways that biotechnology has impacted society and the environment, such as the development of new medicines and farming techniques. Manipulation of DNA in organisms has led to commercial production of biological molecules on a large scale and genetically modified organisms. Enrichment: Biotechnology HHMI Enrichment Activity: DNA Profiling HHMI Enrichment Activity: DNA Profiling Earthquake Victims Case Study HHMI Enrichment Activity: DNA Profiling Earthquake Victims Data HHMI Enrichment Activity: DNA Profiling Hotel Fire Case Study HHMI Enrichment Activity: DNA Profiling Innocence Project Case Study HHMI Enrichment Activity: DNA Profiling Switched at Birth Case Study HHMI Enrichment Activity: DNA Profiling Switched at Birth Data Unit 5 Resources and Problem-Based Learning: Evolution Connect eText: Evolution Author Connections Video: Evolution Problem-Based Learning PBL Introduction: Fossilized Evidence of Life Long Ago PBL Video: What Can Fossils Tell Us? PBL Video Worksheet: What Can Fossils Tell Us? Curriculum Standards: Match fossils to related species. Match fossils to related species. Problem Launch: Fossilized Evidence of Life Long Ago PBL Interactivity: Evidence of Evolution Curriculum Standards: Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Evaluate scientific data collected from analysis of molecular sequences, fossil records, biogeography, and embryology. Identify chronological patterns of change and communicate that biological evolution is supported by multiple lines of empirical evidence that identify similarities inherited from a common ancestor (homologies). Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. Genetic information provides evidence of evolution. DNA sequences vary among species, but there are many overlaps; in fact, the ongoing branching that produces multiple lines of descent can be inferred by comparing the DNA sequences of different organisms. Such information is also derivable from the similarities and differences in amino acid sequences and from anatomical and embryological evidence. (HS-LS4-1) Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. (HS-LS4-3),(HS-LS4-4) Recognize that some living things produce very large numbers of offspring to ensure that enough survive to continue the species (a condition for natural selection). The traits that positively affect survival are more likely to be reproduced, and thus are more common in the population. (HS-LS4-3) Natural selection occurs only if there is both (1) variation in the genetic information between organisms in a population and (2) variation in the expression of that genetic information—that is, trait variation—that leads to differences in performance among individuals. (HS-LS4-2),(HS-LS4-3) Recognize that some living things, such as fish and turtles, produce very large numbers of offspring because most will die as a result of dangers in the environment before they grow up. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Identify basic trends in hominid evolution from early ancestors six million years ago to modern humans, including brain size, jaw size, language, and manufacture of tools. Identify basic trends in hominid evolution from early ancestors six million years ago to modern humans, including brain size, jaw size, language, and manufacture of tools. Recognize ways that the appearance of humans, their language, and their tools have changed over time. Recognize that humans have changed in appearance over a very long period of time. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, The scientific theory of evolution is supported by multiple forms of scientific evidence. Match fossils to related species. Identify that prehistoric plants and animals changed over time (evolved) or became extinct. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Recognize that some living things produce very large numbers of offspring to ensure that enough survive to continue the species (a condition for natural selection). Recognize that some living things, such as fish and turtles, produce very large numbers of offspring because most will die as a result of dangers in the environment before they grow up. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Identify basic trends in hominid evolution from early ancestors six million years ago to modern humans, including brain size, jaw size, language, and manufacture of tools. Recognize ways that the appearance of humans, their language, and their tools have changed over time. Recognize that humans have changed in appearance over a very long period of time. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, The scientific theory of evolution is supported by multiple forms of scientific evidence. Match fossils to related species. Identify that prehistoric plants and animals changed over time (evolved) or became extinct. PBL Interactivity Worksheet: Evidence for Evolution Curriculum Standards: Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Evaluate scientific data collected from analysis of molecular sequences, fossil records, biogeography, and embryology. Identify chronological patterns of change and communicate that biological evolution is supported by multiple lines of empirical evidence that identify similarities inherited from a common ancestor (homologies). Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. Genetic information provides evidence of evolution. DNA sequences vary among species, but there are many overlaps; in fact, the ongoing branching that produces multiple lines of descent can be inferred by comparing the DNA sequences of different organisms. Such information is also derivable from the similarities and differences in amino acid sequences and from anatomical and embryological evidence. (HS-LS4-1) Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. (HS-LS4-3),(HS-LS4-4) Recognize that some living things produce very large numbers of offspring to ensure that enough survive to continue the species (a condition for natural selection). The traits that positively affect survival are more likely to be reproduced, and thus are more common in the population. (HS-LS4-3) Natural selection occurs only if there is both (1) variation in the genetic information between organisms in a population and (2) variation in the expression of that genetic information—that is, trait variation—that leads to differences in performance among individuals. (HS-LS4-2),(HS-LS4-3) Recognize that some living things, such as fish and turtles, produce very large numbers of offspring because most will die as a result of dangers in the environment before they grow up. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Identify basic trends in hominid evolution from early ancestors six million years ago to modern humans, including brain size, jaw size, language, and manufacture of tools. Identify basic trends in hominid evolution from early ancestors six million years ago to modern humans, including brain size, jaw size, language, and manufacture of tools. Recognize ways that the appearance of humans, their language, and their tools have changed over time. Recognize that humans have changed in appearance over a very long period of time. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, The scientific theory of evolution is supported by multiple forms of scientific evidence. Identify that prehistoric plants and animals changed over time (evolved) or became extinct. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Recognize that some living things produce very large numbers of offspring to ensure that enough survive to continue the species (a condition for natural selection). Recognize that some living things, such as fish and turtles, produce very large numbers of offspring because most will die as a result of dangers in the environment before they grow up. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Identify basic trends in hominid evolution from early ancestors six million years ago to modern humans, including brain size, jaw size, language, and manufacture of tools. Recognize ways that the appearance of humans, their language, and their tools have changed over time. Recognize that humans have changed in appearance over a very long period of time. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, The scientific theory of evolution is supported by multiple forms of scientific evidence. Identify that prehistoric plants and animals changed over time (evolved) or became extinct. PBL Authentic Reading: Tiktaalik’s internal anatomy explains evolutionary shift from water to land PBL Science Skills Activity: Radiometric Dating Curriculum Standards: Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Evaluate scientific data collected from analysis of molecular sequences, fossil records, biogeography, and embryology. Identify chronological patterns of change and communicate that biological evolution is supported by multiple lines of empirical evidence that identify similarities inherited from a common ancestor (homologies). Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. Genetic information provides evidence of evolution. DNA sequences vary among species, but there are many overlaps; in fact, the ongoing branching that produces multiple lines of descent can be inferred by comparing the DNA sequences of different organisms. Such information is also derivable from the similarities and differences in amino acid sequences and from anatomical and embryological evidence. (HS-LS4-1) Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Identify basic trends in hominid evolution from early ancestors six million years ago to modern humans, including brain size, jaw size, language, and manufacture of tools. Identify basic trends in hominid evolution from early ancestors six million years ago to modern humans, including brain size, jaw size, language, and manufacture of tools. Recognize ways that the appearance of humans, their language, and their tools have changed over time. Recognize that humans have changed in appearance over a very long period of time. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, The scientific theory of evolution is supported by multiple forms of scientific evidence. Identify that prehistoric plants and animals changed over time (evolved) or became extinct. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Identify basic trends in hominid evolution from early ancestors six million years ago to modern humans, including brain size, jaw size, language, and manufacture of tools. Recognize ways that the appearance of humans, their language, and their tools have changed over time. Recognize that humans have changed in appearance over a very long period of time. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, The scientific theory of evolution is supported by multiple forms of scientific evidence. Identify that prehistoric plants and animals changed over time (evolved) or became extinct. PBL Science Skills Worksheet: Radiometric Dating Curriculum Standards: Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Evaluate scientific data collected from analysis of molecular sequences, fossil records, biogeography, and embryology. Identify chronological patterns of change and communicate that biological evolution is supported by multiple lines of empirical evidence that identify similarities inherited from a common ancestor (homologies). Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. Genetic information provides evidence of evolution. DNA sequences vary among species, but there are many overlaps; in fact, the ongoing branching that produces multiple lines of descent can be inferred by comparing the DNA sequences of different organisms. Such information is also derivable from the similarities and differences in amino acid sequences and from anatomical and embryological evidence. (HS-LS4-1) Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Identify basic trends in hominid evolution from early ancestors six million years ago to modern humans, including brain size, jaw size, language, and manufacture of tools. Identify basic trends in hominid evolution from early ancestors six million years ago to modern humans, including brain size, jaw size, language, and manufacture of tools. Recognize ways that the appearance of humans, their language, and their tools have changed over time. Recognize that humans have changed in appearance over a very long period of time. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, The scientific theory of evolution is supported by multiple forms of scientific evidence. Identify that prehistoric plants and animals changed over time (evolved) or became extinct. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Identify basic trends in hominid evolution from early ancestors six million years ago to modern humans, including brain size, jaw size, language, and manufacture of tools. Recognize ways that the appearance of humans, their language, and their tools have changed over time. Recognize that humans have changed in appearance over a very long period of time. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, The scientific theory of evolution is supported by multiple forms of scientific evidence. Identify that prehistoric plants and animals changed over time (evolved) or became extinct. PBL STEM Project: Design and Build a Model of Your Local Fossil Curriculum Standards: Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Evaluate scientific data collected from analysis of molecular sequences, fossil records, biogeography, and embryology. Identify chronological patterns of change and communicate that biological evolution is supported by multiple lines of empirical evidence that identify similarities inherited from a common ancestor (homologies). Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. Genetic information provides evidence of evolution. DNA sequences vary among species, but there are many overlaps; in fact, the ongoing branching that produces multiple lines of descent can be inferred by comparing the DNA sequences of different organisms. Such information is also derivable from the similarities and differences in amino acid sequences and from anatomical and embryological evidence. (HS-LS4-1) Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Identify basic trends in hominid evolution from early ancestors six million years ago to modern humans, including brain size, jaw size, language, and manufacture of tools. Identify basic trends in hominid evolution from early ancestors six million years ago to modern humans, including brain size, jaw size, language, and manufacture of tools. Recognize ways that the appearance of humans, their language, and their tools have changed over time. Recognize that humans have changed in appearance over a very long period of time. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, The scientific theory of evolution is supported by multiple forms of scientific evidence. Identify that prehistoric plants and animals changed over time (evolved) or became extinct. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Identify basic trends in hominid evolution from early ancestors six million years ago to modern humans, including brain size, jaw size, language, and manufacture of tools. Recognize ways that the appearance of humans, their language, and their tools have changed over time. Recognize that humans have changed in appearance over a very long period of time. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, The scientific theory of evolution is supported by multiple forms of scientific evidence. Identify that prehistoric plants and animals changed over time (evolved) or became extinct. Problem Wrap-Up: Fossilized Evidence of Life Long Ago Demonstrate Benchmark Test Review: Unit 5: Evolution Curriculum Standards: Evaluate scientific data collected from analysis of molecular sequences, fossil records, biogeography, and embryology. Identify chronological patterns of change and communicate that biological evolution is supported by multiple lines of empirical evidence that identify similarities inherited from a common ancestor (homologies). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. Genetic information provides evidence of evolution. DNA sequences vary among species, but there are many overlaps; in fact, the ongoing branching that produces multiple lines of descent can be inferred by comparing the DNA sequences of different organisms. Such information is also derivable from the similarities and differences in amino acid sequences and from anatomical and embryological evidence. (HS-LS4-1) Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. Changes in the physical environment, whether naturally occurring or human induced, have thus contributed to the expansion of some species, the emergence of new distinct species as populations diverge under different conditions, and the decline—and sometimes the extinction—of some species. (HS-LS4-5) Using a model that demonstrates the change in allele frequencies resulting in evolution of a population over many generations, identify causative agents of change. Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. Describe how mutation and genetic recombination increase genetic variation. Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. Describe how mutation and genetic recombination increase genetic variation. Explain the reasons for changes in how organisms are classified. Explain the reasons for changes in how organisms are classified. Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Natural selection occurs only if there is both (1) variation in the genetic information between organisms in a population and (2) variation in the expression of that genetic information—that is, trait variation—that leads to differences in performance among individuals. (HS-LS4-2),(HS-LS4-3) Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Natural selection is a primary mechanism leading to evolutionary change. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. Construct an explanation based on evidence for how natural selection leads to adaptation of populations. Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment's limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. (HS-LS4-2) Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. (HS-LS4-3),(HS-LS4-4) Organisms are classified based on their evolutionary history. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Describe the scientific explanations of the origin of life on Earth. Describe the scientific explanations of the origin of life on Earth. Identify that there are scientific explanations of the origin of life on Earth. Recognize that there are scientific explanations of how life began. Identify that living things in an ecosystem are affected by changes in the environment, such as changes to the food supply, climate change, or the introduction of predators. Identify relationships among organisms, including helping each other (mutualism); obtaining food (predation); benefiting at the expense of the other (parasitism); and competing with each other for food, space, or shelter (competition). Recognize what happens to plants and animals when they don't get enough food or water. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population. Environmental factors also affect expression of traits, and hence affect the probability of occurrences of traits in a population. Thus the variation and distribution of traits observed depends on both genetic and environmental factors. (HS-LS3-2),(HS-LS3-3) Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. Describe how mutation and genetic recombination increase genetic variation. Explain the reasons for changes in how organisms are classified. Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Natural selection is a primary mechanism leading to evolutionary change. Organisms are classified based on their evolutionary history. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Describe the scientific explanations of the origin of life on Earth. Identify that there are scientific explanations of the origin of life on Earth. Recognize that there are scientific explanations of how life began. Identify that living things in an ecosystem are affected by changes in the environment, such as changes to the food supply, climate change, or the introduction of predators. Identify relationships among organisms, including helping each other (mutualism); obtaining food (predation); benefiting at the expense of the other (parasitism); and competing with each other for food, space, or shelter (competition). Recognize what happens to plants and animals when they don't get enough food or water. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Editable Benchmark Test: Unit 5: Evolution Curriculum Standards: Evaluate scientific data collected from analysis of molecular sequences, fossil records, biogeography, and embryology. Identify chronological patterns of change and communicate that biological evolution is supported by multiple lines of empirical evidence that identify similarities inherited from a common ancestor (homologies). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. Genetic information provides evidence of evolution. DNA sequences vary among species, but there are many overlaps; in fact, the ongoing branching that produces multiple lines of descent can be inferred by comparing the DNA sequences of different organisms. Such information is also derivable from the similarities and differences in amino acid sequences and from anatomical and embryological evidence. (HS-LS4-1) Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. Changes in the physical environment, whether naturally occurring or human induced, have thus contributed to the expansion of some species, the emergence of new distinct species as populations diverge under different conditions, and the decline—and sometimes the extinction—of some species. (HS-LS4-5) Using a model that demonstrates the change in allele frequencies resulting in evolution of a population over many generations, identify causative agents of change. Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. Describe how mutation and genetic recombination increase genetic variation. Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. Describe how mutation and genetic recombination increase genetic variation. Explain the reasons for changes in how organisms are classified. Explain the reasons for changes in how organisms are classified. Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Natural selection occurs only if there is both (1) variation in the genetic information between organisms in a population and (2) variation in the expression of that genetic information—that is, trait variation—that leads to differences in performance among individuals. (HS-LS4-2),(HS-LS4-3) Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Natural selection is a primary mechanism leading to evolutionary change. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. Construct an explanation based on evidence for how natural selection leads to adaptation of populations. Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment's limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. (HS-LS4-2) Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. (HS-LS4-3),(HS-LS4-4) Organisms are classified based on their evolutionary history. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Describe the scientific explanations of the origin of life on Earth. Describe the scientific explanations of the origin of life on Earth. Identify that there are scientific explanations of the origin of life on Earth. Recognize that there are scientific explanations of how life began. Identify that living things in an ecosystem are affected by changes in the environment, such as changes to the food supply, climate change, or the introduction of predators. Identify relationships among organisms, including helping each other (mutualism); obtaining food (predation); benefiting at the expense of the other (parasitism); and competing with each other for food, space, or shelter (competition). Recognize what happens to plants and animals when they don't get enough food or water. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population. Environmental factors also affect expression of traits, and hence affect the probability of occurrences of traits in a population. Thus the variation and distribution of traits observed depends on both genetic and environmental factors. (HS-LS3-2),(HS-LS3-3) Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. Describe how mutation and genetic recombination increase genetic variation. Explain the reasons for changes in how organisms are classified. Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Natural selection is a primary mechanism leading to evolutionary change. Organisms are classified based on their evolutionary history. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Describe the scientific explanations of the origin of life on Earth. Identify that there are scientific explanations of the origin of life on Earth. Recognize that there are scientific explanations of how life began. Identify that living things in an ecosystem are affected by changes in the environment, such as changes to the food supply, climate change, or the introduction of predators. Identify relationships among organisms, including helping each other (mutualism); obtaining food (predation); benefiting at the expense of the other (parasitism); and competing with each other for food, space, or shelter (competition). Recognize what happens to plants and animals when they don't get enough food or water. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Benchmark Test: Unit 5: Evolution Curriculum Standards: Evaluate scientific data collected from analysis of molecular sequences, fossil records, biogeography, and embryology. Identify chronological patterns of change and communicate that biological evolution is supported by multiple lines of empirical evidence that identify similarities inherited from a common ancestor (homologies). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. Genetic information provides evidence of evolution. DNA sequences vary among species, but there are many overlaps; in fact, the ongoing branching that produces multiple lines of descent can be inferred by comparing the DNA sequences of different organisms. Such information is also derivable from the similarities and differences in amino acid sequences and from anatomical and embryological evidence. (HS-LS4-1) Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. Changes in the physical environment, whether naturally occurring or human induced, have thus contributed to the expansion of some species, the emergence of new distinct species as populations diverge under different conditions, and the decline—and sometimes the extinction—of some species. (HS-LS4-5) Using a model that demonstrates the change in allele frequencies resulting in evolution of a population over many generations, identify causative agents of change. Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. Describe how mutation and genetic recombination increase genetic variation. Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. Describe how mutation and genetic recombination increase genetic variation. Explain the reasons for changes in how organisms are classified. Explain the reasons for changes in how organisms are classified. Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Natural selection occurs only if there is both (1) variation in the genetic information between organisms in a population and (2) variation in the expression of that genetic information—that is, trait variation—that leads to differences in performance among individuals. (HS-LS4-2),(HS-LS4-3) Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Natural selection is a primary mechanism leading to evolutionary change. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. Construct an explanation based on evidence for how natural selection leads to adaptation of populations. Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment's limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. (HS-LS4-2) Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. (HS-LS4-3),(HS-LS4-4) Organisms are classified based on their evolutionary history. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Describe the scientific explanations of the origin of life on Earth. Describe the scientific explanations of the origin of life on Earth. Identify that there are scientific explanations of the origin of life on Earth. Recognize that there are scientific explanations of how life began. Identify that living things in an ecosystem are affected by changes in the environment, such as changes to the food supply, climate change, or the introduction of predators. Identify relationships among organisms, including helping each other (mutualism); obtaining food (predation); benefiting at the expense of the other (parasitism); and competing with each other for food, space, or shelter (competition). Recognize what happens to plants and animals when they don't get enough food or water. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population. Environmental factors also affect expression of traits, and hence affect the probability of occurrences of traits in a population. Thus the variation and distribution of traits observed depends on both genetic and environmental factors. (HS-LS3-2),(HS-LS3-3) Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. Describe how mutation and genetic recombination increase genetic variation. Explain the reasons for changes in how organisms are classified. Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Natural selection is a primary mechanism leading to evolutionary change. Organisms are classified based on their evolutionary history. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Describe the scientific explanations of the origin of life on Earth. Identify that there are scientific explanations of the origin of life on Earth. Recognize that there are scientific explanations of how life began. Identify that living things in an ecosystem are affected by changes in the environment, such as changes to the food supply, climate change, or the introduction of predators. Identify relationships among organisms, including helping each other (mutualism); obtaining food (predation); benefiting at the expense of the other (parasitism); and competing with each other for food, space, or shelter (competition). Recognize what happens to plants and animals when they don't get enough food or water. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Chapter 17: Darwin's Theory of Evolution Chapter Opener: Darwin's Theory of Evolution eText: Darwin's Theory of Evolution Curriculum Standards: Explain that a scientific theory is the culmination of many scientific investigations drawing together all the current evidence concerning a substantial range of phenomena; thus, a scientific theory represents the most powerful explanation scientists have to offer. Scientific inquiry is characterized by a common set of values that include: logical thinking, precision, open-mindedness, objectivity, skepticism, replicability of results, and honest and ethical reporting of findings. Explain that a scientific theory is the culmination of many scientific investigations drawing together all the current evidence concerning a substantial range of phenomena; thus, a scientific theory represents the most powerful explanation scientists have to offer. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Evaluate scientific data collected from analysis of molecular sequences, fossil records, biogeography, and embryology. Identify chronological patterns of change and communicate that biological evolution is supported by multiple lines of empirical evidence that identify similarities inherited from a common ancestor (homologies). Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. Genetic information provides evidence of evolution. DNA sequences vary among species, but there are many overlaps; in fact, the ongoing branching that produces multiple lines of descent can be inferred by comparing the DNA sequences of different organisms. Such information is also derivable from the similarities and differences in amino acid sequences and from anatomical and embryological evidence. (HS-LS4-1) Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Recognize that the strength or usefulness of a scientific claim is evaluated through scientific argumentation, which depends on? critical and logical thinking, and the active consideration of alternative scientific explanations to explain the data presented. Recognize that the strength or usefulness of a scientific claim is evaluated through scientific argumentation, which depends on critical and logical thinking, and the active consideration of alternative scientific explanations to explain the data presented. 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. (HS-LS4-3),(HS-LS4-4) Recognize that some living things produce very large numbers of offspring to ensure that enough survive to continue the species (a condition for natural selection). 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). The traits that positively affect survival are more likely to be reproduced, and thus are more common in the population. (HS-LS4-3) Natural selection occurs only if there is both (1) variation in the genetic information between organisms in a population and (2) variation in the expression of that genetic information—that is, trait variation—that leads to differences in performance among individuals. (HS-LS4-2),(HS-LS4-3) Recognize that theories do not become laws, nor do laws become theories; theories are well supported explanations and laws are well supported descriptions. A scientific theory is a substantiated explanation of some aspect of the natural world, based on a body of facts that have been repeatedly confirmed through observation and experiment and the science community validates each theory before it is accepted. If new evidence is discovered that the theory does not accommodate, the theory is generally modified in light of this new evidence. Recognize that scientific knowledge can be challenged or confirmed by new investigations and reexamination. Recognize that theories do not become laws, nor do laws become theories; theories are well supported explanations and laws are well supported descriptions. Recognize that a scientific theory is developed by repeated investigations of many scientists and agreement on the likely explanation. Recognize that scientific theories are supported by evidence and agreement of many scientists. Analyze data using tools, technologies, and/or models in order to make valid and reliable scientific claims or determine an optimal design solution. 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Recognize that some living things, such as fish and turtles, produce very large numbers of offspring because most will die as a result of dangers in the environment before they grow up. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Identify basic trends in hominid evolution from early ancestors six million years ago to modern humans, including brain size, jaw size, language, and manufacture of tools. Identify basic trends in hominid evolution from early ancestors six million years ago to modern humans, including brain size, jaw size, language, and manufacture of tools. Recognize ways that the appearance of humans, their language, and their tools have changed over time. Recognize that humans have changed in appearance over a very long period of time. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). 5. Plan investigations, (Design and evaluate a scientific investigation). Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data and refine the design accordingly. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. The scientific theory of evolution is supported by multiple forms of scientific evidence. Describe how scientific inferences are drawn from scientific observations and provide examples from the content being studied. Describe how scientific inferences are drawn from scientific observations and provide examples from the content being studied. 10. Communicate results of scientific investigations, and 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. 11. Evaluate the merits of the explanations produced by others. 11. Evaluate the merits of the explanations produced by others. Assess the extent to which the reasoning and evidence in a text support the author???s claim or a recommendation for solving a scientific or technical problem. Apply scientific reasoning to link evidence to the claims to assess the extent to which the reasoning and data support the explanation or conclusion. Assess the extent to which the reasoning and evidence in a text support the author's claim or a recommendation for solving a scientific or technical problem. Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words. Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words. Evaluate evidence behind currently accepted explanations or solutions to determine the merits of arguments. Construct an explanation based on valid and reliable evidence obtained from a variety of sources (including students' own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Identify that prehistoric plants and animals changed over time (evolved) or became extinct. Evaluate the validity and reliability of multiple claims, methods, and/or designs that appear in scientific and technical texts or media reports, verifying the data when possible. Explain that a scientific theory is the culmination of many scientific investigations drawing together all the current evidence concerning a substantial range of phenomena; thus, a scientific theory represents the most powerful explanation scientists have to offer. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Recognize that the strength or usefulness of a scientific claim is evaluated through scientific argumentation, which depends on?_ critical and logical thinking, and the active consideration of alternative scientific explanations to explain the data presented. 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). Recognize that some living things produce very large numbers of offspring to ensure that enough survive to continue the species (a condition for natural selection). 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). Recognize that scientific knowledge can be challenged or confirmed by new investigations and reexamination. Recognize that theories do not become laws, nor do laws become theories; theories are well supported explanations and laws are well supported descriptions. Recognize that a scientific theory is developed by repeated investigations of many scientists and agreement on the likely explanation. Recognize that scientific theories are supported by evidence and agreement of many scientists. 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Recognize that some living things, such as fish and turtles, produce very large numbers of offspring because most will die as a result of dangers in the environment before they grow up. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Identify basic trends in hominid evolution from early ancestors six million years ago to modern humans, including brain size, jaw size, language, and manufacture of tools. Recognize ways that the appearance of humans, their language, and their tools have changed over time. Recognize that humans have changed in appearance over a very long period of time. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. The scientific theory of evolution is supported by multiple forms of scientific evidence. Describe how scientific inferences are drawn from scientific observations and provide examples from the content being studied. 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. 11. Evaluate the merits of the explanations produced by others. Assess the extent to which the reasoning and evidence in a text support the author_?_s claim or a recommendation for solving a scientific or technical problem. Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Identify that prehistoric plants and animals changed over time (evolved) or became extinct. Biology Foundations: Darwin's Theory of Evolution Curriculum Standards: Explain that a scientific theory is the culmination of many scientific investigations drawing together all the current evidence concerning a substantial range of phenomena; thus, a scientific theory represents the most powerful explanation scientists have to offer. Scientific inquiry is characterized by a common set of values that include: logical thinking, precision, open-mindedness, objectivity, skepticism, replicability of results, and honest and ethical reporting of findings. Explain that a scientific theory is the culmination of many scientific investigations drawing together all the current evidence concerning a substantial range of phenomena; thus, a scientific theory represents the most powerful explanation scientists have to offer. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Evaluate scientific data collected from analysis of molecular sequences, fossil records, biogeography, and embryology. Identify chronological patterns of change and communicate that biological evolution is supported by multiple lines of empirical evidence that identify similarities inherited from a common ancestor (homologies). Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. Genetic information provides evidence of evolution. DNA sequences vary among species, but there are many overlaps; in fact, the ongoing branching that produces multiple lines of descent can be inferred by comparing the DNA sequences of different organisms. Such information is also derivable from the similarities and differences in amino acid sequences and from anatomical and embryological evidence. (HS-LS4-1) Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Recognize that the strength or usefulness of a scientific claim is evaluated through scientific argumentation, which depends on? critical and logical thinking, and the active consideration of alternative scientific explanations to explain the data presented. Recognize that the strength or usefulness of a scientific claim is evaluated through scientific argumentation, which depends on critical and logical thinking, and the active consideration of alternative scientific explanations to explain the data presented. 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. (HS-LS4-3),(HS-LS4-4) Recognize that some living things produce very large numbers of offspring to ensure that enough survive to continue the species (a condition for natural selection). 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). The traits that positively affect survival are more likely to be reproduced, and thus are more common in the population. (HS-LS4-3) Natural selection occurs only if there is both (1) variation in the genetic information between organisms in a population and (2) variation in the expression of that genetic information—that is, trait variation—that leads to differences in performance among individuals. (HS-LS4-2),(HS-LS4-3) Recognize that theories do not become laws, nor do laws become theories; theories are well supported explanations and laws are well supported descriptions. A scientific theory is a substantiated explanation of some aspect of the natural world, based on a body of facts that have been repeatedly confirmed through observation and experiment and the science community validates each theory before it is accepted. If new evidence is discovered that the theory does not accommodate, the theory is generally modified in light of this new evidence. Recognize that scientific knowledge can be challenged or confirmed by new investigations and reexamination. Recognize that theories do not become laws, nor do laws become theories; theories are well supported explanations and laws are well supported descriptions. Recognize that a scientific theory is developed by repeated investigations of many scientists and agreement on the likely explanation. Recognize that scientific theories are supported by evidence and agreement of many scientists. Analyze data using tools, technologies, and/or models in order to make valid and reliable scientific claims or determine an optimal design solution. 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Recognize that some living things, such as fish and turtles, produce very large numbers of offspring because most will die as a result of dangers in the environment before they grow up. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Identify basic trends in hominid evolution from early ancestors six million years ago to modern humans, including brain size, jaw size, language, and manufacture of tools. Identify basic trends in hominid evolution from early ancestors six million years ago to modern humans, including brain size, jaw size, language, and manufacture of tools. Recognize ways that the appearance of humans, their language, and their tools have changed over time. Recognize that humans have changed in appearance over a very long period of time. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). 5. Plan investigations, (Design and evaluate a scientific investigation). Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data and refine the design accordingly. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. The scientific theory of evolution is supported by multiple forms of scientific evidence. Describe how scientific inferences are drawn from scientific observations and provide examples from the content being studied. Describe how scientific inferences are drawn from scientific observations and provide examples from the content being studied. 10. Communicate results of scientific investigations, and 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. The scientific theory of evolution is the fundamental concept underlying all of biology. 11. Evaluate the merits of the explanations produced by others. 11. Evaluate the merits of the explanations produced by others. Assess the extent to which the reasoning and evidence in a text support the author???s claim or a recommendation for solving a scientific or technical problem. Apply scientific reasoning to link evidence to the claims to assess the extent to which the reasoning and data support the explanation or conclusion. Assess the extent to which the reasoning and evidence in a text support the author's claim or a recommendation for solving a scientific or technical problem. Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words. Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words. Evaluate evidence behind currently accepted explanations or solutions to determine the merits of arguments. Construct an explanation based on valid and reliable evidence obtained from a variety of sources (including students' own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Identify that prehistoric plants and animals changed over time (evolved) or became extinct. Evaluate the validity and reliability of multiple claims, methods, and/or designs that appear in scientific and technical texts or media reports, verifying the data when possible. Explain that a scientific theory is the culmination of many scientific investigations drawing together all the current evidence concerning a substantial range of phenomena; thus, a scientific theory represents the most powerful explanation scientists have to offer. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Recognize that the strength or usefulness of a scientific claim is evaluated through scientific argumentation, which depends on?_ critical and logical thinking, and the active consideration of alternative scientific explanations to explain the data presented. 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). Recognize that some living things produce very large numbers of offspring to ensure that enough survive to continue the species (a condition for natural selection). 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). Recognize that scientific knowledge can be challenged or confirmed by new investigations and reexamination. Recognize that theories do not become laws, nor do laws become theories; theories are well supported explanations and laws are well supported descriptions. Recognize that a scientific theory is developed by repeated investigations of many scientists and agreement on the likely explanation. Recognize that scientific theories are supported by evidence and agreement of many scientists. 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Recognize that some living things, such as fish and turtles, produce very large numbers of offspring because most will die as a result of dangers in the environment before they grow up. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Identify basic trends in hominid evolution from early ancestors six million years ago to modern humans, including brain size, jaw size, language, and manufacture of tools. Recognize ways that the appearance of humans, their language, and their tools have changed over time. Recognize that humans have changed in appearance over a very long period of time. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. The scientific theory of evolution is supported by multiple forms of scientific evidence. Describe how scientific inferences are drawn from scientific observations and provide examples from the content being studied. 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. The scientific theory of evolution is the fundamental concept underlying all of biology. 11. Evaluate the merits of the explanations produced by others. Assess the extent to which the reasoning and evidence in a text support the author_?_s claim or a recommendation for solving a scientific or technical problem. Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Identify that prehistoric plants and animals changed over time (evolved) or became extinct. Lesson 1: A Voyage of Discovery Connect Discussion Board: Animals in Your Ecosystem Curriculum Standards: Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. (HS-LS4-3),(HS-LS4-4) Recognize that some living things produce very large numbers of offspring to ensure that enough survive to continue the species (a condition for natural selection). The traits that positively affect survival are more likely to be reproduced, and thus are more common in the population. (HS-LS4-3) Natural selection occurs only if there is both (1) variation in the genetic information between organisms in a population and (2) variation in the expression of that genetic information—that is, trait variation—that leads to differences in performance among individuals. (HS-LS4-2),(HS-LS4-3) Recognize that some living things, such as fish and turtles, produce very large numbers of offspring because most will die as a result of dangers in the environment before they grow up. Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Recognize that some living things produce very large numbers of offspring to ensure that enough survive to continue the species (a condition for natural selection). Recognize that some living things, such as fish and turtles, produce very large numbers of offspring because most will die as a result of dangers in the environment before they grow up. Investigate eText: A Voyage of Discovery Curriculum Standards: Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. (HS-LS4-3),(HS-LS4-4) Recognize that some living things produce very large numbers of offspring to ensure that enough survive to continue the species (a condition for natural selection). Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. Describe how mutation and genetic recombination increase genetic variation. Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. Describe how mutation and genetic recombination increase genetic variation. The traits that positively affect survival are more likely to be reproduced, and thus are more common in the population. (HS-LS4-3) Natural selection occurs only if there is both (1) variation in the genetic information between organisms in a population and (2) variation in the expression of that genetic information—that is, trait variation—that leads to differences in performance among individuals. (HS-LS4-2),(HS-LS4-3) Using a model that demonstrates the change in allele frequencies resulting in evolution of a population over many generations, identify causative agents of change. Recognize that some living things, such as fish and turtles, produce very large numbers of offspring because most will die as a result of dangers in the environment before they grow up. The scientific theory of evolution is the fundamental concept underlying all of biology. Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Recognize that some living things produce very large numbers of offspring to ensure that enough survive to continue the species (a condition for natural selection). Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. Describe how mutation and genetic recombination increase genetic variation. Recognize that some living things, such as fish and turtles, produce very large numbers of offspring because most will die as a result of dangers in the environment before they grow up. The scientific theory of evolution is the fundamental concept underlying all of biology. Analyzing Data: Darwin's Voyage Curriculum Standards: Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Evaluate scientific data collected from analysis of molecular sequences, fossil records, biogeography, and embryology. Identify chronological patterns of change and communicate that biological evolution is supported by multiple lines of empirical evidence that identify similarities inherited from a common ancestor (homologies). Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. Genetic information provides evidence of evolution. DNA sequences vary among species, but there are many overlaps; in fact, the ongoing branching that produces multiple lines of descent can be inferred by comparing the DNA sequences of different organisms. Such information is also derivable from the similarities and differences in amino acid sequences and from anatomical and embryological evidence. (HS-LS4-1) Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Identify basic trends in hominid evolution from early ancestors six million years ago to modern humans, including brain size, jaw size, language, and manufacture of tools. Identify basic trends in hominid evolution from early ancestors six million years ago to modern humans, including brain size, jaw size, language, and manufacture of tools. Recognize ways that the appearance of humans, their language, and their tools have changed over time. Recognize that humans have changed in appearance over a very long period of time. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, The scientific theory of evolution is supported by multiple forms of scientific evidence. Identify that prehistoric plants and animals changed over time (evolved) or became extinct. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Identify basic trends in hominid evolution from early ancestors six million years ago to modern humans, including brain size, jaw size, language, and manufacture of tools. Recognize ways that the appearance of humans, their language, and their tools have changed over time. Recognize that humans have changed in appearance over a very long period of time. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, The scientific theory of evolution is supported by multiple forms of scientific evidence. Identify that prehistoric plants and animals changed over time (evolved) or became extinct. Interactivity: Darwin's Observations Curriculum Standards: Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. (HS-LS4-3),(HS-LS4-4) Recognize that some living things produce very large numbers of offspring to ensure that enough survive to continue the species (a condition for natural selection). The traits that positively affect survival are more likely to be reproduced, and thus are more common in the population. (HS-LS4-3) Natural selection occurs only if there is both (1) variation in the genetic information between organisms in a population and (2) variation in the expression of that genetic information—that is, trait variation—that leads to differences in performance among individuals. (HS-LS4-2),(HS-LS4-3) Recognize that some living things, such as fish and turtles, produce very large numbers of offspring because most will die as a result of dangers in the environment before they grow up. Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Recognize that some living things produce very large numbers of offspring to ensure that enough survive to continue the species (a condition for natural selection). Recognize that some living things, such as fish and turtles, produce very large numbers of offspring because most will die as a result of dangers in the environment before they grow up. Spanish Workbook: Darwins Voyage of Discovery Editable Presentation: A Voyage of Discovery Synthesize Interactive Video: The Galapagos Islands Curriculum Standards: Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem. A complex set of interactions within an ecosystem can keep its numbers and types of organisms relatively constant over long periods of time under stable conditions. If a modest biological or physical disturbance to an ecosystem occurs, it may return to its more or less original status, as opposed to becoming a very different ecosystem. Extreme fluctuations in conditions or the size of any population, however, can challenge the functioning of ecosystems in terms of resources and habitat availability. (HS-LS2-2),(HS-LS2-6) Demonstrate eText: Lesson Review: A Voyage of Discovery Curriculum Standards: Evaluate scientific data collected from analysis of molecular sequences, fossil records, biogeography, and embryology. Identify chronological patterns of change and communicate that biological evolution is supported by multiple lines of empirical evidence that identify similarities inherited from a common ancestor (homologies). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Genetic information provides evidence of evolution. DNA sequences vary among species, but there are many overlaps; in fact, the ongoing branching that produces multiple lines of descent can be inferred by comparing the DNA sequences of different organisms. Such information is also derivable from the similarities and differences in amino acid sequences and from anatomical and embryological evidence. (HS-LS4-1) Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. The scientific theory of evolution is supported by multiple forms of scientific evidence. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. The scientific theory of evolution is supported by multiple forms of scientific evidence. Quiz Review: A Voyage of Discovery Curriculum Standards: Evaluate scientific data collected from analysis of molecular sequences, fossil records, biogeography, and embryology. Identify chronological patterns of change and communicate that biological evolution is supported by multiple lines of empirical evidence that identify similarities inherited from a common ancestor (homologies). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Genetic information provides evidence of evolution. DNA sequences vary among species, but there are many overlaps; in fact, the ongoing branching that produces multiple lines of descent can be inferred by comparing the DNA sequences of different organisms. Such information is also derivable from the similarities and differences in amino acid sequences and from anatomical and embryological evidence. (HS-LS4-1) Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. The scientific theory of evolution is supported by multiple forms of scientific evidence. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. The scientific theory of evolution is supported by multiple forms of scientific evidence. Editable Quiz: A Voyage of Discovery Curriculum Standards: Evaluate scientific data collected from analysis of molecular sequences, fossil records, biogeography, and embryology. Identify chronological patterns of change and communicate that biological evolution is supported by multiple lines of empirical evidence that identify similarities inherited from a common ancestor (homologies). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Genetic information provides evidence of evolution. DNA sequences vary among species, but there are many overlaps; in fact, the ongoing branching that produces multiple lines of descent can be inferred by comparing the DNA sequences of different organisms. Such information is also derivable from the similarities and differences in amino acid sequences and from anatomical and embryological evidence. (HS-LS4-1) Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. The scientific theory of evolution is supported by multiple forms of scientific evidence. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. The scientific theory of evolution is supported by multiple forms of scientific evidence. Quiz: A Voyage of Discovery Curriculum Standards: Evaluate scientific data collected from analysis of molecular sequences, fossil records, biogeography, and embryology. Identify chronological patterns of change and communicate that biological evolution is supported by multiple lines of empirical evidence that identify similarities inherited from a common ancestor (homologies). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Genetic information provides evidence of evolution. DNA sequences vary among species, but there are many overlaps; in fact, the ongoing branching that produces multiple lines of descent can be inferred by comparing the DNA sequences of different organisms. Such information is also derivable from the similarities and differences in amino acid sequences and from anatomical and embryological evidence. (HS-LS4-1) Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. The scientific theory of evolution is supported by multiple forms of scientific evidence. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. The scientific theory of evolution is supported by multiple forms of scientific evidence. Lesson 2: Ideas that Influenced Darwin Connect Inquiry Warm-Up Lab: New Vegetables from Old? Curriculum Standards: Explain that a scientific theory is the culmination of many scientific investigations drawing together all the current evidence concerning a substantial range of phenomena; thus, a scientific theory represents the most powerful explanation scientists have to offer. Scientific inquiry is characterized by a common set of values that include: logical thinking, precision, open-mindedness, objectivity, skepticism, replicability of results, and honest and ethical reporting of findings. Explain that a scientific theory is the culmination of many scientific investigations drawing together all the current evidence concerning a substantial range of phenomena; thus, a scientific theory represents the most powerful explanation scientists have to offer. Recognize that the strength or usefulness of a scientific claim is evaluated through scientific argumentation, which depends on? critical and logical thinking, and the active consideration of alternative scientific explanations to explain the data presented. Recognize that the strength or usefulness of a scientific claim is evaluated through scientific argumentation, which depends on critical and logical thinking, and the active consideration of alternative scientific explanations to explain the data presented. Recognize that theories do not become laws, nor do laws become theories; theories are well supported explanations and laws are well supported descriptions. A scientific theory is a substantiated explanation of some aspect of the natural world, based on a body of facts that have been repeatedly confirmed through observation and experiment and the science community validates each theory before it is accepted. If new evidence is discovered that the theory does not accommodate, the theory is generally modified in light of this new evidence. Recognize that scientific knowledge can be challenged or confirmed by new investigations and reexamination. Recognize that theories do not become laws, nor do laws become theories; theories are well supported explanations and laws are well supported descriptions. Recognize that a scientific theory is developed by repeated investigations of many scientists and agreement on the likely explanation. Recognize that scientific theories are supported by evidence and agreement of many scientists. Describe how scientific inferences are drawn from scientific observations and provide examples from the content being studied. Describe how scientific inferences are drawn from scientific observations and provide examples from the content being studied. Explain that a scientific theory is the culmination of many scientific investigations drawing together all the current evidence concerning a substantial range of phenomena; thus, a scientific theory represents the most powerful explanation scientists have to offer. Recognize that the strength or usefulness of a scientific claim is evaluated through scientific argumentation, which depends on?_ critical and logical thinking, and the active consideration of alternative scientific explanations to explain the data presented. Recognize that scientific knowledge can be challenged or confirmed by new investigations and reexamination. Recognize that theories do not become laws, nor do laws become theories; theories are well supported explanations and laws are well supported descriptions. Recognize that a scientific theory is developed by repeated investigations of many scientists and agreement on the likely explanation. Recognize that scientific theories are supported by evidence and agreement of many scientists. Describe how scientific inferences are drawn from scientific observations and provide examples from the content being studied. Investigate eText: Ideas That Influenced Darwin Curriculum Standards: Explain that a scientific theory is the culmination of many scientific investigations drawing together all the current evidence concerning a substantial range of phenomena; thus, a scientific theory represents the most powerful explanation scientists have to offer. Scientific inquiry is characterized by a common set of values that include: logical thinking, precision, open-mindedness, objectivity, skepticism, replicability of results, and honest and ethical reporting of findings. Explain that a scientific theory is the culmination of many scientific investigations drawing together all the current evidence concerning a substantial range of phenomena; thus, a scientific theory represents the most powerful explanation scientists have to offer. Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Recognize that the strength or usefulness of a scientific claim is evaluated through scientific argumentation, which depends on? critical and logical thinking, and the active consideration of alternative scientific explanations to explain the data presented. Recognize that the strength or usefulness of a scientific claim is evaluated through scientific argumentation, which depends on critical and logical thinking, and the active consideration of alternative scientific explanations to explain the data presented. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. (HS-LS4-3),(HS-LS4-4) Recognize that some living things produce very large numbers of offspring to ensure that enough survive to continue the species (a condition for natural selection). The traits that positively affect survival are more likely to be reproduced, and thus are more common in the population. (HS-LS4-3) Natural selection occurs only if there is both (1) variation in the genetic information between organisms in a population and (2) variation in the expression of that genetic information—that is, trait variation—that leads to differences in performance among individuals. (HS-LS4-2),(HS-LS4-3) Recognize that theories do not become laws, nor do laws become theories; theories are well supported explanations and laws are well supported descriptions. A scientific theory is a substantiated explanation of some aspect of the natural world, based on a body of facts that have been repeatedly confirmed through observation and experiment and the science community validates each theory before it is accepted. If new evidence is discovered that the theory does not accommodate, the theory is generally modified in light of this new evidence. Recognize that scientific knowledge can be challenged or confirmed by new investigations and reexamination. Recognize that theories do not become laws, nor do laws become theories; theories are well supported explanations and laws are well supported descriptions. Recognize that a scientific theory is developed by repeated investigations of many scientists and agreement on the likely explanation. Recognize that scientific theories are supported by evidence and agreement of many scientists. Recognize that some living things, such as fish and turtles, produce very large numbers of offspring because most will die as a result of dangers in the environment before they grow up. Describe how scientific inferences are drawn from scientific observations and provide examples from the content being studied. Describe how scientific inferences are drawn from scientific observations and provide examples from the content being studied. Explain that a scientific theory is the culmination of many scientific investigations drawing together all the current evidence concerning a substantial range of phenomena; thus, a scientific theory represents the most powerful explanation scientists have to offer. Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Recognize that the strength or usefulness of a scientific claim is evaluated through scientific argumentation, which depends on?_ critical and logical thinking, and the active consideration of alternative scientific explanations to explain the data presented. Recognize that some living things produce very large numbers of offspring to ensure that enough survive to continue the species (a condition for natural selection). Recognize that scientific knowledge can be challenged or confirmed by new investigations and reexamination. Recognize that theories do not become laws, nor do laws become theories; theories are well supported explanations and laws are well supported descriptions. Recognize that a scientific theory is developed by repeated investigations of many scientists and agreement on the likely explanation. Recognize that scientific theories are supported by evidence and agreement of many scientists. Recognize that some living things, such as fish and turtles, produce very large numbers of offspring because most will die as a result of dangers in the environment before they grow up. Describe how scientific inferences are drawn from scientific observations and provide examples from the content being studied. Quick Lab: Variation in Peppers Curriculum Standards: 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). Analyze data using tools, technologies, and/or models in order to make valid and reliable scientific claims or determine an optimal design solution. 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). 5. Plan investigations, (Design and evaluate a scientific investigation). Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data and refine the design accordingly. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 10. Communicate results of scientific investigations, and 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. 11. Evaluate the merits of the explanations produced by others. 11. Evaluate the merits of the explanations produced by others. Evaluate evidence behind currently accepted explanations or solutions to determine the merits of arguments. Construct an explanation based on valid and reliable evidence obtained from a variety of sources (including students' own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Evaluate the validity and reliability of multiple claims, methods, and/or designs that appear in scientific and technical texts or media reports, verifying the data when possible. 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. 11. Evaluate the merits of the explanations produced by others. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Interactivity: Origins of Evolutionary Theories Curriculum Standards: Explain that a scientific theory is the culmination of many scientific investigations drawing together all the current evidence concerning a substantial range of phenomena; thus, a scientific theory represents the most powerful explanation scientists have to offer. Scientific inquiry is characterized by a common set of values that include: logical thinking, precision, open-mindedness, objectivity, skepticism, replicability of results, and honest and ethical reporting of findings. Explain that a scientific theory is the culmination of many scientific investigations drawing together all the current evidence concerning a substantial range of phenomena; thus, a scientific theory represents the most powerful explanation scientists have to offer. Recognize that the strength or usefulness of a scientific claim is evaluated through scientific argumentation, which depends on? critical and logical thinking, and the active consideration of alternative scientific explanations to explain the data presented. Recognize that the strength or usefulness of a scientific claim is evaluated through scientific argumentation, which depends on critical and logical thinking, and the active consideration of alternative scientific explanations to explain the data presented. Recognize that theories do not become laws, nor do laws become theories; theories are well supported explanations and laws are well supported descriptions. A scientific theory is a substantiated explanation of some aspect of the natural world, based on a body of facts that have been repeatedly confirmed through observation and experiment and the science community validates each theory before it is accepted. If new evidence is discovered that the theory does not accommodate, the theory is generally modified in light of this new evidence. Recognize that scientific knowledge can be challenged or confirmed by new investigations and reexamination. Recognize that theories do not become laws, nor do laws become theories; theories are well supported explanations and laws are well supported descriptions. Recognize that a scientific theory is developed by repeated investigations of many scientists and agreement on the likely explanation. Recognize that scientific theories are supported by evidence and agreement of many scientists. Describe how scientific inferences are drawn from scientific observations and provide examples from the content being studied. Describe how scientific inferences are drawn from scientific observations and provide examples from the content being studied. Explain that a scientific theory is the culmination of many scientific investigations drawing together all the current evidence concerning a substantial range of phenomena; thus, a scientific theory represents the most powerful explanation scientists have to offer. Recognize that the strength or usefulness of a scientific claim is evaluated through scientific argumentation, which depends on?_ critical and logical thinking, and the active consideration of alternative scientific explanations to explain the data presented. Recognize that scientific knowledge can be challenged or confirmed by new investigations and reexamination. Recognize that theories do not become laws, nor do laws become theories; theories are well supported explanations and laws are well supported descriptions. Recognize that a scientific theory is developed by repeated investigations of many scientists and agreement on the likely explanation. Recognize that scientific theories are supported by evidence and agreement of many scientists. Describe how scientific inferences are drawn from scientific observations and provide examples from the content being studied. Spanish Workbook: Ideas That Shaped Darwin's Thinking Editable Presentation: Ideas that Influenced Darwin Synthesize Interactive Video: Development of Darwin's Theory Demonstrate eText: Lesson Review: Ideas that Influenced Darwin Curriculum Standards: Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Natural selection occurs only if there is both (1) variation in the genetic information between organisms in a population and (2) variation in the expression of that genetic information—that is, trait variation—that leads to differences in performance among individuals. (HS-LS4-2),(HS-LS4-3) Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Analyze mathematical and/or computational representations of population data that support explanations of factors that affect population size and carrying capacities of populations within an ecosystem. Examine a representative ecosystem and, based on interdependent relationships present, predict population size effects due to a given disturbance. Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Quiz Review: Ideas That Influenced Darwin Curriculum Standards: Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Natural selection occurs only if there is both (1) variation in the genetic information between organisms in a population and (2) variation in the expression of that genetic information—that is, trait variation—that leads to differences in performance among individuals. (HS-LS4-2),(HS-LS4-3) Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Analyze mathematical and/or computational representations of population data that support explanations of factors that affect population size and carrying capacities of populations within an ecosystem. Examine a representative ecosystem and, based on interdependent relationships present, predict population size effects due to a given disturbance. Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Editable Quiz: Ideas that Influenced Darwin Curriculum Standards: Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Natural selection occurs only if there is both (1) variation in the genetic information between organisms in a population and (2) variation in the expression of that genetic information—that is, trait variation—that leads to differences in performance among individuals. (HS-LS4-2),(HS-LS4-3) Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Analyze mathematical and/or computational representations of population data that support explanations of factors that affect population size and carrying capacities of populations within an ecosystem. Examine a representative ecosystem and, based on interdependent relationships present, predict population size effects due to a given disturbance. Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Quiz: Ideas That Influenced Darwin Curriculum Standards: Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Natural selection occurs only if there is both (1) variation in the genetic information between organisms in a population and (2) variation in the expression of that genetic information—that is, trait variation—that leads to differences in performance among individuals. (HS-LS4-2),(HS-LS4-3) Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Analyze mathematical and/or computational representations of population data that support explanations of factors that affect population size and carrying capacities of populations within an ecosystem. Examine a representative ecosystem and, based on interdependent relationships present, predict population size effects due to a given disturbance. Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Lesson 3: Darwin's Theory: Natural Selection Connect Discussion Board: All the Help I Can Get Curriculum Standards: Describe how scientific inferences are drawn from scientific observations and provide examples from the content being studied. Describe how scientific inferences are drawn from scientific observations and provide examples from the content being studied. Describe how scientific inferences are drawn from scientific observations and provide examples from the content being studied. Investigate eText: Darwin's Theory: Natural Selection Curriculum Standards: Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. (HS-LS4-3),(HS-LS4-4) Recognize that some living things produce very large numbers of offspring to ensure that enough survive to continue the species (a condition for natural selection). The traits that positively affect survival are more likely to be reproduced, and thus are more common in the population. (HS-LS4-3) Natural selection occurs only if there is both (1) variation in the genetic information between organisms in a population and (2) variation in the expression of that genetic information—that is, trait variation—that leads to differences in performance among individuals. (HS-LS4-2),(HS-LS4-3) Recognize that some living things, such as fish and turtles, produce very large numbers of offspring because most will die as a result of dangers in the environment before they grow up. Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Recognize that some living things produce very large numbers of offspring to ensure that enough survive to continue the species (a condition for natural selection). Recognize that some living things, such as fish and turtles, produce very large numbers of offspring because most will die as a result of dangers in the environment before they grow up. Interactivity: Discovering Natural Selection Curriculum Standards: Describe how scientific inferences are drawn from scientific observations and provide examples from the content being studied. Describe how scientific inferences are drawn from scientific observations and provide examples from the content being studied. Describe how scientific inferences are drawn from scientific observations and provide examples from the content being studied. Spanish Workbook: Darwin Presents His Case Editable Presentation: Darwin's Theory: Natural Selection Synthesize Simulation: Bird Beaks Curriculum Standards: Describe how scientific inferences are drawn from scientific observations and provide examples from the content being studied. Describe how scientific inferences are drawn from scientific observations and provide examples from the content being studied. Describe how scientific inferences are drawn from scientific observations and provide examples from the content being studied. Demonstrate eText: Lesson Review: Darwin's Theory: Natural Selection Curriculum Standards: Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Natural selection occurs only if there is both (1) variation in the genetic information between organisms in a population and (2) variation in the expression of that genetic information—that is, trait variation—that leads to differences in performance among individuals. (HS-LS4-2),(HS-LS4-3) Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Using a model that demonstrates the change in allele frequencies resulting in evolution of a population over many generations, identify causative agents of change. Natural selection is a primary mechanism leading to evolutionary change. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. Construct an explanation based on evidence for how natural selection leads to adaptation of populations. Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment's limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. (HS-LS4-2) Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. (HS-LS4-3),(HS-LS4-4) Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Natural selection is a primary mechanism leading to evolutionary change. Quiz Review: Darwin's Theory: Natural Selection Curriculum Standards: Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Natural selection occurs only if there is both (1) variation in the genetic information between organisms in a population and (2) variation in the expression of that genetic information—that is, trait variation—that leads to differences in performance among individuals. (HS-LS4-2),(HS-LS4-3) Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Using a model that demonstrates the change in allele frequencies resulting in evolution of a population over many generations, identify causative agents of change. Natural selection is a primary mechanism leading to evolutionary change. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. Construct an explanation based on evidence for how natural selection leads to adaptation of populations. Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment's limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. (HS-LS4-2) Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. (HS-LS4-3),(HS-LS4-4) Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Natural selection is a primary mechanism leading to evolutionary change. Editable Quiz: Darwin's Theory: Natural Selection Curriculum Standards: Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Natural selection occurs only if there is both (1) variation in the genetic information between organisms in a population and (2) variation in the expression of that genetic information—that is, trait variation—that leads to differences in performance among individuals. (HS-LS4-2),(HS-LS4-3) Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Using a model that demonstrates the change in allele frequencies resulting in evolution of a population over many generations, identify causative agents of change. Natural selection is a primary mechanism leading to evolutionary change. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. Construct an explanation based on evidence for how natural selection leads to adaptation of populations. Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment's limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. (HS-LS4-2) Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. (HS-LS4-3),(HS-LS4-4) Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Natural selection is a primary mechanism leading to evolutionary change. Quiz: Darwin's Theory: Natural Selection Curriculum Standards: Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Natural selection occurs only if there is both (1) variation in the genetic information between organisms in a population and (2) variation in the expression of that genetic information—that is, trait variation—that leads to differences in performance among individuals. (HS-LS4-2),(HS-LS4-3) Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Using a model that demonstrates the change in allele frequencies resulting in evolution of a population over many generations, identify causative agents of change. Natural selection is a primary mechanism leading to evolutionary change. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. Construct an explanation based on evidence for how natural selection leads to adaptation of populations. Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment's limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. (HS-LS4-2) Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. (HS-LS4-3),(HS-LS4-4) Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Natural selection is a primary mechanism leading to evolutionary change. Lesson 4: Evidence of Evolution Connect Inquiry Warm-Up Lab: Comparing Bones Curriculum Standards: Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Evaluate scientific data collected from analysis of molecular sequences, fossil records, biogeography, and embryology. Identify chronological patterns of change and communicate that biological evolution is supported by multiple lines of empirical evidence that identify similarities inherited from a common ancestor (homologies). Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. Genetic information provides evidence of evolution. DNA sequences vary among species, but there are many overlaps; in fact, the ongoing branching that produces multiple lines of descent can be inferred by comparing the DNA sequences of different organisms. Such information is also derivable from the similarities and differences in amino acid sequences and from anatomical and embryological evidence. (HS-LS4-1) Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. (HS-LS4-3),(HS-LS4-4) Recognize that some living things produce very large numbers of offspring to ensure that enough survive to continue the species (a condition for natural selection). The traits that positively affect survival are more likely to be reproduced, and thus are more common in the population. (HS-LS4-3) Natural selection occurs only if there is both (1) variation in the genetic information between organisms in a population and (2) variation in the expression of that genetic information—that is, trait variation—that leads to differences in performance among individuals. (HS-LS4-2),(HS-LS4-3) Recognize that some living things, such as fish and turtles, produce very large numbers of offspring because most will die as a result of dangers in the environment before they grow up. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Identify basic trends in hominid evolution from early ancestors six million years ago to modern humans, including brain size, jaw size, language, and manufacture of tools. Identify basic trends in hominid evolution from early ancestors six million years ago to modern humans, including brain size, jaw size, language, and manufacture of tools. Recognize ways that the appearance of humans, their language, and their tools have changed over time. Recognize that humans have changed in appearance over a very long period of time. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, The scientific theory of evolution is supported by multiple forms of scientific evidence. Identify that prehistoric plants and animals changed over time (evolved) or became extinct. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Recognize that some living things produce very large numbers of offspring to ensure that enough survive to continue the species (a condition for natural selection). Recognize that some living things, such as fish and turtles, produce very large numbers of offspring because most will die as a result of dangers in the environment before they grow up. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Identify basic trends in hominid evolution from early ancestors six million years ago to modern humans, including brain size, jaw size, language, and manufacture of tools. Recognize ways that the appearance of humans, their language, and their tools have changed over time. Recognize that humans have changed in appearance over a very long period of time. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, The scientific theory of evolution is supported by multiple forms of scientific evidence. Identify that prehistoric plants and animals changed over time (evolved) or became extinct. Investigate eText: Evidence of Evolution Curriculum Standards: Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Evaluate scientific data collected from analysis of molecular sequences, fossil records, biogeography, and embryology. Identify chronological patterns of change and communicate that biological evolution is supported by multiple lines of empirical evidence that identify similarities inherited from a common ancestor (homologies). Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. Genetic information provides evidence of evolution. DNA sequences vary among species, but there are many overlaps; in fact, the ongoing branching that produces multiple lines of descent can be inferred by comparing the DNA sequences of different organisms. Such information is also derivable from the similarities and differences in amino acid sequences and from anatomical and embryological evidence. (HS-LS4-1) Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. (HS-LS4-3),(HS-LS4-4) Recognize that some living things produce very large numbers of offspring to ensure that enough survive to continue the species (a condition for natural selection). The traits that positively affect survival are more likely to be reproduced, and thus are more common in the population. (HS-LS4-3) Natural selection occurs only if there is both (1) variation in the genetic information between organisms in a population and (2) variation in the expression of that genetic information—that is, trait variation—that leads to differences in performance among individuals. (HS-LS4-2),(HS-LS4-3) Recognize that some living things, such as fish and turtles, produce very large numbers of offspring because most will die as a result of dangers in the environment before they grow up. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Identify basic trends in hominid evolution from early ancestors six million years ago to modern humans, including brain size, jaw size, language, and manufacture of tools. Identify basic trends in hominid evolution from early ancestors six million years ago to modern humans, including brain size, jaw size, language, and manufacture of tools. Recognize ways that the appearance of humans, their language, and their tools have changed over time. Recognize that humans have changed in appearance over a very long period of time. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, The scientific theory of evolution is supported by multiple forms of scientific evidence. Identify that prehistoric plants and animals changed over time (evolved) or became extinct. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Recognize that some living things produce very large numbers of offspring to ensure that enough survive to continue the species (a condition for natural selection). Recognize that some living things, such as fish and turtles, produce very large numbers of offspring because most will die as a result of dangers in the environment before they grow up. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Identify basic trends in hominid evolution from early ancestors six million years ago to modern humans, including brain size, jaw size, language, and manufacture of tools. Recognize ways that the appearance of humans, their language, and their tools have changed over time. Recognize that humans have changed in appearance over a very long period of time. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, The scientific theory of evolution is supported by multiple forms of scientific evidence. Identify that prehistoric plants and animals changed over time (evolved) or became extinct. PBL Interactivity: Evidence of Evolution Curriculum Standards: Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Evaluate scientific data collected from analysis of molecular sequences, fossil records, biogeography, and embryology. Identify chronological patterns of change and communicate that biological evolution is supported by multiple lines of empirical evidence that identify similarities inherited from a common ancestor (homologies). Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. Genetic information provides evidence of evolution. DNA sequences vary among species, but there are many overlaps; in fact, the ongoing branching that produces multiple lines of descent can be inferred by comparing the DNA sequences of different organisms. Such information is also derivable from the similarities and differences in amino acid sequences and from anatomical and embryological evidence. (HS-LS4-1) Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. (HS-LS4-3),(HS-LS4-4) Recognize that some living things produce very large numbers of offspring to ensure that enough survive to continue the species (a condition for natural selection). The traits that positively affect survival are more likely to be reproduced, and thus are more common in the population. (HS-LS4-3) Natural selection occurs only if there is both (1) variation in the genetic information between organisms in a population and (2) variation in the expression of that genetic information—that is, trait variation—that leads to differences in performance among individuals. (HS-LS4-2),(HS-LS4-3) Recognize that some living things, such as fish and turtles, produce very large numbers of offspring because most will die as a result of dangers in the environment before they grow up. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Identify basic trends in hominid evolution from early ancestors six million years ago to modern humans, including brain size, jaw size, language, and manufacture of tools. Identify basic trends in hominid evolution from early ancestors six million years ago to modern humans, including brain size, jaw size, language, and manufacture of tools. Recognize ways that the appearance of humans, their language, and their tools have changed over time. Recognize that humans have changed in appearance over a very long period of time. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, The scientific theory of evolution is supported by multiple forms of scientific evidence. Match fossils to related species. Identify that prehistoric plants and animals changed over time (evolved) or became extinct. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Recognize that some living things produce very large numbers of offspring to ensure that enough survive to continue the species (a condition for natural selection). Recognize that some living things, such as fish and turtles, produce very large numbers of offspring because most will die as a result of dangers in the environment before they grow up. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Identify basic trends in hominid evolution from early ancestors six million years ago to modern humans, including brain size, jaw size, language, and manufacture of tools. Recognize ways that the appearance of humans, their language, and their tools have changed over time. Recognize that humans have changed in appearance over a very long period of time. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, The scientific theory of evolution is supported by multiple forms of scientific evidence. Match fossils to related species. Identify that prehistoric plants and animals changed over time (evolved) or became extinct. PBL Interactivity Worksheet: Evidence for Evolution Curriculum Standards: Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Evaluate scientific data collected from analysis of molecular sequences, fossil records, biogeography, and embryology. Identify chronological patterns of change and communicate that biological evolution is supported by multiple lines of empirical evidence that identify similarities inherited from a common ancestor (homologies). Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. Genetic information provides evidence of evolution. DNA sequences vary among species, but there are many overlaps; in fact, the ongoing branching that produces multiple lines of descent can be inferred by comparing the DNA sequences of different organisms. Such information is also derivable from the similarities and differences in amino acid sequences and from anatomical and embryological evidence. (HS-LS4-1) Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. (HS-LS4-3),(HS-LS4-4) Recognize that some living things produce very large numbers of offspring to ensure that enough survive to continue the species (a condition for natural selection). The traits that positively affect survival are more likely to be reproduced, and thus are more common in the population. (HS-LS4-3) Natural selection occurs only if there is both (1) variation in the genetic information between organisms in a population and (2) variation in the expression of that genetic information—that is, trait variation—that leads to differences in performance among individuals. (HS-LS4-2),(HS-LS4-3) Recognize that some living things, such as fish and turtles, produce very large numbers of offspring because most will die as a result of dangers in the environment before they grow up. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Identify basic trends in hominid evolution from early ancestors six million years ago to modern humans, including brain size, jaw size, language, and manufacture of tools. Identify basic trends in hominid evolution from early ancestors six million years ago to modern humans, including brain size, jaw size, language, and manufacture of tools. Recognize ways that the appearance of humans, their language, and their tools have changed over time. Recognize that humans have changed in appearance over a very long period of time. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, The scientific theory of evolution is supported by multiple forms of scientific evidence. Identify that prehistoric plants and animals changed over time (evolved) or became extinct. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Recognize that some living things produce very large numbers of offspring to ensure that enough survive to continue the species (a condition for natural selection). Recognize that some living things, such as fish and turtles, produce very large numbers of offspring because most will die as a result of dangers in the environment before they grow up. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Identify basic trends in hominid evolution from early ancestors six million years ago to modern humans, including brain size, jaw size, language, and manufacture of tools. Recognize ways that the appearance of humans, their language, and their tools have changed over time. Recognize that humans have changed in appearance over a very long period of time. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, The scientific theory of evolution is supported by multiple forms of scientific evidence. Identify that prehistoric plants and animals changed over time (evolved) or became extinct. Spanish Workbook: Evidence of Evolution Editable Presentation: Evidence of Evolution Synthesize Science Skills Activity: Darwin's Finches Curriculum Standards: Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Evaluate scientific data collected from analysis of molecular sequences, fossil records, biogeography, and embryology. Identify chronological patterns of change and communicate that biological evolution is supported by multiple lines of empirical evidence that identify similarities inherited from a common ancestor (homologies). Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. Genetic information provides evidence of evolution. DNA sequences vary among species, but there are many overlaps; in fact, the ongoing branching that produces multiple lines of descent can be inferred by comparing the DNA sequences of different organisms. Such information is also derivable from the similarities and differences in amino acid sequences and from anatomical and embryological evidence. (HS-LS4-1) Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. (HS-LS4-3),(HS-LS4-4) Recognize that some living things produce very large numbers of offspring to ensure that enough survive to continue the species (a condition for natural selection). The traits that positively affect survival are more likely to be reproduced, and thus are more common in the population. (HS-LS4-3) Natural selection occurs only if there is both (1) variation in the genetic information between organisms in a population and (2) variation in the expression of that genetic information—that is, trait variation—that leads to differences in performance among individuals. (HS-LS4-2),(HS-LS4-3) Recognize that some living things, such as fish and turtles, produce very large numbers of offspring because most will die as a result of dangers in the environment before they grow up. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Identify basic trends in hominid evolution from early ancestors six million years ago to modern humans, including brain size, jaw size, language, and manufacture of tools. Identify basic trends in hominid evolution from early ancestors six million years ago to modern humans, including brain size, jaw size, language, and manufacture of tools. Recognize ways that the appearance of humans, their language, and their tools have changed over time. Recognize that humans have changed in appearance over a very long period of time. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, The scientific theory of evolution is supported by multiple forms of scientific evidence. Identify that prehistoric plants and animals changed over time (evolved) or became extinct. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Recognize that some living things produce very large numbers of offspring to ensure that enough survive to continue the species (a condition for natural selection). Recognize that some living things, such as fish and turtles, produce very large numbers of offspring because most will die as a result of dangers in the environment before they grow up. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Identify basic trends in hominid evolution from early ancestors six million years ago to modern humans, including brain size, jaw size, language, and manufacture of tools. Recognize ways that the appearance of humans, their language, and their tools have changed over time. Recognize that humans have changed in appearance over a very long period of time. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, The scientific theory of evolution is supported by multiple forms of scientific evidence. Identify that prehistoric plants and animals changed over time (evolved) or became extinct. Science Skills Worksheet: Darwin's Finches Curriculum Standards: Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Evaluate scientific data collected from analysis of molecular sequences, fossil records, biogeography, and embryology. Identify chronological patterns of change and communicate that biological evolution is supported by multiple lines of empirical evidence that identify similarities inherited from a common ancestor (homologies). Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. Genetic information provides evidence of evolution. DNA sequences vary among species, but there are many overlaps; in fact, the ongoing branching that produces multiple lines of descent can be inferred by comparing the DNA sequences of different organisms. Such information is also derivable from the similarities and differences in amino acid sequences and from anatomical and embryological evidence. (HS-LS4-1) Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. (HS-LS4-3),(HS-LS4-4) Recognize that some living things produce very large numbers of offspring to ensure that enough survive to continue the species (a condition for natural selection). The traits that positively affect survival are more likely to be reproduced, and thus are more common in the population. (HS-LS4-3) Natural selection occurs only if there is both (1) variation in the genetic information between organisms in a population and (2) variation in the expression of that genetic information—that is, trait variation—that leads to differences in performance among individuals. (HS-LS4-2),(HS-LS4-3) Recognize that some living things, such as fish and turtles, produce very large numbers of offspring because most will die as a result of dangers in the environment before they grow up. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Identify basic trends in hominid evolution from early ancestors six million years ago to modern humans, including brain size, jaw size, language, and manufacture of tools. Identify basic trends in hominid evolution from early ancestors six million years ago to modern humans, including brain size, jaw size, language, and manufacture of tools. Recognize ways that the appearance of humans, their language, and their tools have changed over time. Recognize that humans have changed in appearance over a very long period of time. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, The scientific theory of evolution is supported by multiple forms of scientific evidence. Identify that prehistoric plants and animals changed over time (evolved) or became extinct. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Recognize that some living things produce very large numbers of offspring to ensure that enough survive to continue the species (a condition for natural selection). Recognize that some living things, such as fish and turtles, produce very large numbers of offspring because most will die as a result of dangers in the environment before they grow up. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Identify basic trends in hominid evolution from early ancestors six million years ago to modern humans, including brain size, jaw size, language, and manufacture of tools. Recognize ways that the appearance of humans, their language, and their tools have changed over time. Recognize that humans have changed in appearance over a very long period of time. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, The scientific theory of evolution is supported by multiple forms of scientific evidence. Identify that prehistoric plants and animals changed over time (evolved) or became extinct. Exploration Lab: Evidence of Evolution Curriculum Standards: Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Evaluate scientific data collected from analysis of molecular sequences, fossil records, biogeography, and embryology. Identify chronological patterns of change and communicate that biological evolution is supported by multiple lines of empirical evidence that identify similarities inherited from a common ancestor (homologies). Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. Genetic information provides evidence of evolution. DNA sequences vary among species, but there are many overlaps; in fact, the ongoing branching that produces multiple lines of descent can be inferred by comparing the DNA sequences of different organisms. Such information is also derivable from the similarities and differences in amino acid sequences and from anatomical and embryological evidence. (HS-LS4-1) Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Identify basic trends in hominid evolution from early ancestors six million years ago to modern humans, including brain size, jaw size, language, and manufacture of tools. Identify basic trends in hominid evolution from early ancestors six million years ago to modern humans, including brain size, jaw size, language, and manufacture of tools. Recognize ways that the appearance of humans, their language, and their tools have changed over time. Recognize that humans have changed in appearance over a very long period of time. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, The scientific theory of evolution is supported by multiple forms of scientific evidence. Identify that prehistoric plants and animals changed over time (evolved) or became extinct. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Identify basic trends in hominid evolution from early ancestors six million years ago to modern humans, including brain size, jaw size, language, and manufacture of tools. Recognize ways that the appearance of humans, their language, and their tools have changed over time. Recognize that humans have changed in appearance over a very long period of time. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, The scientific theory of evolution is supported by multiple forms of scientific evidence. Identify that prehistoric plants and animals changed over time (evolved) or became extinct. Foundations Exploration Lab: Evidence of Evolution Curriculum Standards: Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Evaluate scientific data collected from analysis of molecular sequences, fossil records, biogeography, and embryology. Identify chronological patterns of change and communicate that biological evolution is supported by multiple lines of empirical evidence that identify similarities inherited from a common ancestor (homologies). Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. Genetic information provides evidence of evolution. DNA sequences vary among species, but there are many overlaps; in fact, the ongoing branching that produces multiple lines of descent can be inferred by comparing the DNA sequences of different organisms. Such information is also derivable from the similarities and differences in amino acid sequences and from anatomical and embryological evidence. (HS-LS4-1) Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Identify basic trends in hominid evolution from early ancestors six million years ago to modern humans, including brain size, jaw size, language, and manufacture of tools. Identify basic trends in hominid evolution from early ancestors six million years ago to modern humans, including brain size, jaw size, language, and manufacture of tools. Recognize ways that the appearance of humans, their language, and their tools have changed over time. Recognize that humans have changed in appearance over a very long period of time. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, The scientific theory of evolution is supported by multiple forms of scientific evidence. Identify that prehistoric plants and animals changed over time (evolved) or became extinct. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Identify basic trends in hominid evolution from early ancestors six million years ago to modern humans, including brain size, jaw size, language, and manufacture of tools. Recognize ways that the appearance of humans, their language, and their tools have changed over time. Recognize that humans have changed in appearance over a very long period of time. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, The scientific theory of evolution is supported by multiple forms of scientific evidence. Identify that prehistoric plants and animals changed over time (evolved) or became extinct. Demonstrate eText: Lesson Review: Evidence of Evolution Curriculum Standards: Evaluate scientific data collected from analysis of molecular sequences, fossil records, biogeography, and embryology. Identify chronological patterns of change and communicate that biological evolution is supported by multiple lines of empirical evidence that identify similarities inherited from a common ancestor (homologies). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Genetic information provides evidence of evolution. DNA sequences vary among species, but there are many overlaps; in fact, the ongoing branching that produces multiple lines of descent can be inferred by comparing the DNA sequences of different organisms. Such information is also derivable from the similarities and differences in amino acid sequences and from anatomical and embryological evidence. (HS-LS4-1) The scientific theory of evolution is supported by multiple forms of scientific evidence. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. The scientific theory of evolution is supported by multiple forms of scientific evidence. Quiz Review: Evidence of Evolution Curriculum Standards: Evaluate scientific data collected from analysis of molecular sequences, fossil records, biogeography, and embryology. Identify chronological patterns of change and communicate that biological evolution is supported by multiple lines of empirical evidence that identify similarities inherited from a common ancestor (homologies). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Genetic information provides evidence of evolution. DNA sequences vary among species, but there are many overlaps; in fact, the ongoing branching that produces multiple lines of descent can be inferred by comparing the DNA sequences of different organisms. Such information is also derivable from the similarities and differences in amino acid sequences and from anatomical and embryological evidence. (HS-LS4-1) The scientific theory of evolution is supported by multiple forms of scientific evidence. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. The scientific theory of evolution is supported by multiple forms of scientific evidence. Editable Quiz: Evidence of Evolution Curriculum Standards: Evaluate scientific data collected from analysis of molecular sequences, fossil records, biogeography, and embryology. Identify chronological patterns of change and communicate that biological evolution is supported by multiple lines of empirical evidence that identify similarities inherited from a common ancestor (homologies). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Genetic information provides evidence of evolution. DNA sequences vary among species, but there are many overlaps; in fact, the ongoing branching that produces multiple lines of descent can be inferred by comparing the DNA sequences of different organisms. Such information is also derivable from the similarities and differences in amino acid sequences and from anatomical and embryological evidence. (HS-LS4-1) The scientific theory of evolution is supported by multiple forms of scientific evidence. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. The scientific theory of evolution is supported by multiple forms of scientific evidence. Quiz: Evidence of Evolution Curriculum Standards: Evaluate scientific data collected from analysis of molecular sequences, fossil records, biogeography, and embryology. Identify chronological patterns of change and communicate that biological evolution is supported by multiple lines of empirical evidence that identify similarities inherited from a common ancestor (homologies). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Genetic information provides evidence of evolution. DNA sequences vary among species, but there are many overlaps; in fact, the ongoing branching that produces multiple lines of descent can be inferred by comparing the DNA sequences of different organisms. Such information is also derivable from the similarities and differences in amino acid sequences and from anatomical and embryological evidence. (HS-LS4-1) The scientific theory of evolution is supported by multiple forms of scientific evidence. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. The scientific theory of evolution is supported by multiple forms of scientific evidence. Chapter Close: Darwin's Theory of Evolution eText: Case Study Wrap-Up: Lizards, Legs, and the Diversity of Life Curriculum Standards: Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. (HS-LS4-3),(HS-LS4-4) Recognize that some living things produce very large numbers of offspring to ensure that enough survive to continue the species (a condition for natural selection). The traits that positively affect survival are more likely to be reproduced, and thus are more common in the population. (HS-LS4-3) Natural selection occurs only if there is both (1) variation in the genetic information between organisms in a population and (2) variation in the expression of that genetic information—that is, trait variation—that leads to differences in performance among individuals. (HS-LS4-2),(HS-LS4-3) Recognize that some living things, such as fish and turtles, produce very large numbers of offspring because most will die as a result of dangers in the environment before they grow up. Assess the extent to which the reasoning and evidence in a text support the author???s claim or a recommendation for solving a scientific or technical problem. Apply scientific reasoning to link evidence to the claims to assess the extent to which the reasoning and data support the explanation or conclusion. Assess the extent to which the reasoning and evidence in a text support the author's claim or a recommendation for solving a scientific or technical problem. Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Recognize that some living things produce very large numbers of offspring to ensure that enough survive to continue the species (a condition for natural selection). Recognize that some living things, such as fish and turtles, produce very large numbers of offspring because most will die as a result of dangers in the environment before they grow up. Assess the extent to which the reasoning and evidence in a text support the author_?_s claim or a recommendation for solving a scientific or technical problem. Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. HHMI Career Video: How To Find a Dinosaur Curriculum Standards: Evaluate scientific data collected from analysis of molecular sequences, fossil records, biogeography, and embryology. Identify chronological patterns of change and communicate that biological evolution is supported by multiple lines of empirical evidence that identify similarities inherited from a common ancestor (homologies). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. Genetic information provides evidence of evolution. DNA sequences vary among species, but there are many overlaps; in fact, the ongoing branching that produces multiple lines of descent can be inferred by comparing the DNA sequences of different organisms. Such information is also derivable from the similarities and differences in amino acid sequences and from anatomical and embryological evidence. (HS-LS4-1) Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain how and why the genetic code is universal and is common to almost all organisms. Explain how and why the genetic code is universal and is common to almost all organisms. Apply scientific reasoning to link evidence to the claims to assess the extent to which the reasoning and data support the explanation or conclusion. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Science. English language learners communicate for social and instructional purposes within the school setting. Obtain, evaluate, and communicate information on how molecular biotechnology may be used in a variety of fields. Communicate scientific and technical information or ideas (e.g. about phenomena and/or the process of development and the design and performance of a proposed system) in multiple formats. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Science. English language learners communicate for social and instructional purposes within the school setting. The scientific theory of evolution is supported by multiple forms of scientific evidence. Identify that prehistoric plants and animals changed over time (evolved) or became extinct. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain how and why the genetic code is universal and is common to almost all organisms. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Science. English language learners communicate for social and instructional purposes within the school setting. The scientific theory of evolution is supported by multiple forms of scientific evidence. Identify that prehistoric plants and animals changed over time (evolved) or became extinct. eText: Chapter 17 Study Guide Curriculum Standards: Evaluate scientific data collected from analysis of molecular sequences, fossil records, biogeography, and embryology. Identify chronological patterns of change and communicate that biological evolution is supported by multiple lines of empirical evidence that identify similarities inherited from a common ancestor (homologies). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Natural selection occurs only if there is both (1) variation in the genetic information between organisms in a population and (2) variation in the expression of that genetic information—that is, trait variation—that leads to differences in performance among individuals. (HS-LS4-2),(HS-LS4-3) Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Using a model that demonstrates the change in allele frequencies resulting in evolution of a population over many generations, identify causative agents of change. Natural selection is a primary mechanism leading to evolutionary change. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. Construct an explanation based on evidence for how natural selection leads to adaptation of populations. Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment's limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. (HS-LS4-2) Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. (HS-LS4-3),(HS-LS4-4) Genetic information provides evidence of evolution. DNA sequences vary among species, but there are many overlaps; in fact, the ongoing branching that produces multiple lines of descent can be inferred by comparing the DNA sequences of different organisms. Such information is also derivable from the similarities and differences in amino acid sequences and from anatomical and embryological evidence. (HS-LS4-1) The scientific theory of evolution is supported by multiple forms of scientific evidence. Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Natural selection is a primary mechanism leading to evolutionary change. The scientific theory of evolution is supported by multiple forms of scientific evidence. eText: Performance-Based Assessment: Evolution in Action: Beak Size Among Darwin's Finches Curriculum Standards: Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. (HS-LS4-3),(HS-LS4-4) Recognize that some living things produce very large numbers of offspring to ensure that enough survive to continue the species (a condition for natural selection). The traits that positively affect survival are more likely to be reproduced, and thus are more common in the population. (HS-LS4-3) Natural selection occurs only if there is both (1) variation in the genetic information between organisms in a population and (2) variation in the expression of that genetic information—that is, trait variation—that leads to differences in performance among individuals. (HS-LS4-2),(HS-LS4-3) Recognize that some living things, such as fish and turtles, produce very large numbers of offspring because most will die as a result of dangers in the environment before they grow up. Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words. Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words. Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Recognize that some living things produce very large numbers of offspring to ensure that enough survive to continue the species (a condition for natural selection). Recognize that some living things, such as fish and turtles, produce very large numbers of offspring because most will die as a result of dangers in the environment before they grow up. Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words. eText: Chapter 17 Assessment Curriculum Standards: Evaluate scientific data collected from analysis of molecular sequences, fossil records, biogeography, and embryology. Identify chronological patterns of change and communicate that biological evolution is supported by multiple lines of empirical evidence that identify similarities inherited from a common ancestor (homologies). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Natural selection occurs only if there is both (1) variation in the genetic information between organisms in a population and (2) variation in the expression of that genetic information—that is, trait variation—that leads to differences in performance among individuals. (HS-LS4-2),(HS-LS4-3) Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Using a model that demonstrates the change in allele frequencies resulting in evolution of a population over many generations, identify causative agents of change. Natural selection is a primary mechanism leading to evolutionary change. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. Construct an explanation based on evidence for how natural selection leads to adaptation of populations. Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment's limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. (HS-LS4-2) Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. (HS-LS4-3),(HS-LS4-4) Genetic information provides evidence of evolution. DNA sequences vary among species, but there are many overlaps; in fact, the ongoing branching that produces multiple lines of descent can be inferred by comparing the DNA sequences of different organisms. Such information is also derivable from the similarities and differences in amino acid sequences and from anatomical and embryological evidence. (HS-LS4-1) The scientific theory of evolution is supported by multiple forms of scientific evidence. Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Natural selection is a primary mechanism leading to evolutionary change. The scientific theory of evolution is supported by multiple forms of scientific evidence. Test Review: Darwin's Theory of Evolution Curriculum Standards: Evaluate scientific data collected from analysis of molecular sequences, fossil records, biogeography, and embryology. Identify chronological patterns of change and communicate that biological evolution is supported by multiple lines of empirical evidence that identify similarities inherited from a common ancestor (homologies). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Natural selection occurs only if there is both (1) variation in the genetic information between organisms in a population and (2) variation in the expression of that genetic information—that is, trait variation—that leads to differences in performance among individuals. (HS-LS4-2),(HS-LS4-3) Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Using a model that demonstrates the change in allele frequencies resulting in evolution of a population over many generations, identify causative agents of change. Natural selection is a primary mechanism leading to evolutionary change. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. Construct an explanation based on evidence for how natural selection leads to adaptation of populations. Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment's limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. (HS-LS4-2) Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. (HS-LS4-3),(HS-LS4-4) Genetic information provides evidence of evolution. DNA sequences vary among species, but there are many overlaps; in fact, the ongoing branching that produces multiple lines of descent can be inferred by comparing the DNA sequences of different organisms. Such information is also derivable from the similarities and differences in amino acid sequences and from anatomical and embryological evidence. (HS-LS4-1) The scientific theory of evolution is supported by multiple forms of scientific evidence. Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Natural selection is a primary mechanism leading to evolutionary change. The scientific theory of evolution is supported by multiple forms of scientific evidence. Editable Test: Darwin's Theory of Evolution Curriculum Standards: Evaluate scientific data collected from analysis of molecular sequences, fossil records, biogeography, and embryology. Identify chronological patterns of change and communicate that biological evolution is supported by multiple lines of empirical evidence that identify similarities inherited from a common ancestor (homologies). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Natural selection occurs only if there is both (1) variation in the genetic information between organisms in a population and (2) variation in the expression of that genetic information—that is, trait variation—that leads to differences in performance among individuals. (HS-LS4-2),(HS-LS4-3) Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Using a model that demonstrates the change in allele frequencies resulting in evolution of a population over many generations, identify causative agents of change. Natural selection is a primary mechanism leading to evolutionary change. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. Construct an explanation based on evidence for how natural selection leads to adaptation of populations. Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment's limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. (HS-LS4-2) Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. (HS-LS4-3),(HS-LS4-4) Genetic information provides evidence of evolution. DNA sequences vary among species, but there are many overlaps; in fact, the ongoing branching that produces multiple lines of descent can be inferred by comparing the DNA sequences of different organisms. Such information is also derivable from the similarities and differences in amino acid sequences and from anatomical and embryological evidence. (HS-LS4-1) The scientific theory of evolution is supported by multiple forms of scientific evidence. Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Natural selection is a primary mechanism leading to evolutionary change. The scientific theory of evolution is supported by multiple forms of scientific evidence. Test: Darwin's Theory of Evolution Curriculum Standards: Evaluate scientific data collected from analysis of molecular sequences, fossil records, biogeography, and embryology. Identify chronological patterns of change and communicate that biological evolution is supported by multiple lines of empirical evidence that identify similarities inherited from a common ancestor (homologies). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Natural selection occurs only if there is both (1) variation in the genetic information between organisms in a population and (2) variation in the expression of that genetic information—that is, trait variation—that leads to differences in performance among individuals. (HS-LS4-2),(HS-LS4-3) Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Using a model that demonstrates the change in allele frequencies resulting in evolution of a population over many generations, identify causative agents of change. Natural selection is a primary mechanism leading to evolutionary change. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. Construct an explanation based on evidence for how natural selection leads to adaptation of populations. Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment's limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. (HS-LS4-2) Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. (HS-LS4-3),(HS-LS4-4) Genetic information provides evidence of evolution. DNA sequences vary among species, but there are many overlaps; in fact, the ongoing branching that produces multiple lines of descent can be inferred by comparing the DNA sequences of different organisms. Such information is also derivable from the similarities and differences in amino acid sequences and from anatomical and embryological evidence. (HS-LS4-1) The scientific theory of evolution is supported by multiple forms of scientific evidence. Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Natural selection is a primary mechanism leading to evolutionary change. The scientific theory of evolution is supported by multiple forms of scientific evidence. eText: FL End-of-Course Test Practice: Darwin's Theory of Evolution Curriculum Standards: Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Evaluate scientific data collected from analysis of molecular sequences, fossil records, biogeography, and embryology. Identify chronological patterns of change and communicate that biological evolution is supported by multiple lines of empirical evidence that identify similarities inherited from a common ancestor (homologies). Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. Genetic information provides evidence of evolution. DNA sequences vary among species, but there are many overlaps; in fact, the ongoing branching that produces multiple lines of descent can be inferred by comparing the DNA sequences of different organisms. Such information is also derivable from the similarities and differences in amino acid sequences and from anatomical and embryological evidence. (HS-LS4-1) Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. The scientific theory of evolution is supported by multiple forms of scientific evidence. Identify that prehistoric plants and animals changed over time (evolved) or became extinct. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. The scientific theory of evolution is supported by multiple forms of scientific evidence. Identify that prehistoric plants and animals changed over time (evolved) or became extinct. Editable FL EOC Test: Darwin's Theory of Evolution Curriculum Standards: Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Evaluate scientific data collected from analysis of molecular sequences, fossil records, biogeography, and embryology. Identify chronological patterns of change and communicate that biological evolution is supported by multiple lines of empirical evidence that identify similarities inherited from a common ancestor (homologies). Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. Genetic information provides evidence of evolution. DNA sequences vary among species, but there are many overlaps; in fact, the ongoing branching that produces multiple lines of descent can be inferred by comparing the DNA sequences of different organisms. Such information is also derivable from the similarities and differences in amino acid sequences and from anatomical and embryological evidence. (HS-LS4-1) Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. The scientific theory of evolution is supported by multiple forms of scientific evidence. Identify that prehistoric plants and animals changed over time (evolved) or became extinct. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. The scientific theory of evolution is supported by multiple forms of scientific evidence. Identify that prehistoric plants and animals changed over time (evolved) or became extinct. FL End-of-Course Test Practice: Darwin's Theory of Evolution Curriculum Standards: Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Evaluate scientific data collected from analysis of molecular sequences, fossil records, biogeography, and embryology. Identify chronological patterns of change and communicate that biological evolution is supported by multiple lines of empirical evidence that identify similarities inherited from a common ancestor (homologies). Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. Genetic information provides evidence of evolution. DNA sequences vary among species, but there are many overlaps; in fact, the ongoing branching that produces multiple lines of descent can be inferred by comparing the DNA sequences of different organisms. Such information is also derivable from the similarities and differences in amino acid sequences and from anatomical and embryological evidence. (HS-LS4-1) Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. The scientific theory of evolution is supported by multiple forms of scientific evidence. Identify that prehistoric plants and animals changed over time (evolved) or became extinct. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. The scientific theory of evolution is supported by multiple forms of scientific evidence. Identify that prehistoric plants and animals changed over time (evolved) or became extinct. Enrichment: Darwin's Theory of Evolution HHMI Enrichment Video: The Origin of Species: The Making of a Theory - Part 1 HHMI Enrichment Video: The Origin of Species: The Making of a Theory - Part 2 HHMI Enrichment Video: The Origin of Species: The Making of a Theory - Part 3 HHMI Enrichment Video: The Origin of Species: The Making of a Theory - Part 4 HHMI Enrichment Video: The Origin of Species: The Making of a Theory - Part 5 HHMI Enrichment Video: The Making of a Theory Student Quiz HHMI Enrichment Activity: Reading Primary Sources: Darwin and Wallace Chapter 18: Evolution of Populations Chapter Opener: Evolution of Populations eText: Evolution of Populations Curriculum Standards: Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Evaluate scientific data collected from analysis of molecular sequences, fossil records, biogeography, and embryology. Identify chronological patterns of change and communicate that biological evolution is supported by multiple lines of empirical evidence that identify similarities inherited from a common ancestor (homologies). Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. Genetic information provides evidence of evolution. DNA sequences vary among species, but there are many overlaps; in fact, the ongoing branching that produces multiple lines of descent can be inferred by comparing the DNA sequences of different organisms. Such information is also derivable from the similarities and differences in amino acid sequences and from anatomical and embryological evidence. (HS-LS4-1) Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. (HS-LS4-3),(HS-LS4-4) Recognize that some living things produce very large numbers of offspring to ensure that enough survive to continue the species (a condition for natural selection). Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. Describe how mutation and genetic recombination increase genetic variation. Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. Describe how mutation and genetic recombination increase genetic variation. Explain the reasons for changes in how organisms are classified. Explain the reasons for changes in how organisms are classified. 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). The traits that positively affect survival are more likely to be reproduced, and thus are more common in the population. (HS-LS4-3) Natural selection occurs only if there is both (1) variation in the genetic information between organisms in a population and (2) variation in the expression of that genetic information—that is, trait variation—that leads to differences in performance among individuals. (HS-LS4-2),(HS-LS4-3) Analyze data using tools, technologies, and/or models in order to make valid and reliable scientific claims or determine an optimal design solution. Using a model that demonstrates the change in allele frequencies resulting in evolution of a population over many generations, identify causative agents of change. 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Recognize that some living things, such as fish and turtles, produce very large numbers of offspring because most will die as a result of dangers in the environment before they grow up. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Organisms are classified based on their evolutionary history. Identify basic trends in hominid evolution from early ancestors six million years ago to modern humans, including brain size, jaw size, language, and manufacture of tools. Identify basic trends in hominid evolution from early ancestors six million years ago to modern humans, including brain size, jaw size, language, and manufacture of tools. Recognize ways that the appearance of humans, their language, and their tools have changed over time. Recognize that humans have changed in appearance over a very long period of time. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). 5. Plan investigations, (Design and evaluate a scientific investigation). Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data and refine the design accordingly. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. The scientific theory of evolution is supported by multiple forms of scientific evidence. 10. Communicate results of scientific investigations, and 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. Explain how protein formation results in phenotypic variation and discuss how changes in DNA can lead to somatic or germ line mutations. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. 11. Evaluate the merits of the explanations produced by others. 11. Evaluate the merits of the explanations produced by others. Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Evaluate evidence behind currently accepted explanations or solutions to determine the merits of arguments. Construct an explanation based on valid and reliable evidence obtained from a variety of sources (including students' own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. (HS-LS3-2) Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Identify that prehistoric plants and animals changed over time (evolved) or became extinct. Evaluate the validity and reliability of multiple claims, methods, and/or designs that appear in scientific and technical texts or media reports, verifying the data when possible. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). Recognize that some living things produce very large numbers of offspring to ensure that enough survive to continue the species (a condition for natural selection). Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. Describe how mutation and genetic recombination increase genetic variation. Explain the reasons for changes in how organisms are classified. 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Recognize that some living things, such as fish and turtles, produce very large numbers of offspring because most will die as a result of dangers in the environment before they grow up. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Organisms are classified based on their evolutionary history. Identify basic trends in hominid evolution from early ancestors six million years ago to modern humans, including brain size, jaw size, language, and manufacture of tools. Recognize ways that the appearance of humans, their language, and their tools have changed over time. Recognize that humans have changed in appearance over a very long period of time. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. The scientific theory of evolution is supported by multiple forms of scientific evidence. 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. 11. Evaluate the merits of the explanations produced by others. Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Identify that prehistoric plants and animals changed over time (evolved) or became extinct. Biology Foundations: Evolution of Populations Curriculum Standards: Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Evaluate scientific data collected from analysis of molecular sequences, fossil records, biogeography, and embryology. Identify chronological patterns of change and communicate that biological evolution is supported by multiple lines of empirical evidence that identify similarities inherited from a common ancestor (homologies). Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. Genetic information provides evidence of evolution. DNA sequences vary among species, but there are many overlaps; in fact, the ongoing branching that produces multiple lines of descent can be inferred by comparing the DNA sequences of different organisms. Such information is also derivable from the similarities and differences in amino acid sequences and from anatomical and embryological evidence. (HS-LS4-1) Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. (HS-LS4-3),(HS-LS4-4) Recognize that some living things produce very large numbers of offspring to ensure that enough survive to continue the species (a condition for natural selection). Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. Describe how mutation and genetic recombination increase genetic variation. Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. Describe how mutation and genetic recombination increase genetic variation. Explain the reasons for changes in how organisms are classified. Explain the reasons for changes in how organisms are classified. 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). The traits that positively affect survival are more likely to be reproduced, and thus are more common in the population. (HS-LS4-3) Natural selection occurs only if there is both (1) variation in the genetic information between organisms in a population and (2) variation in the expression of that genetic information—that is, trait variation—that leads to differences in performance among individuals. (HS-LS4-2),(HS-LS4-3) Analyze data using tools, technologies, and/or models in order to make valid and reliable scientific claims or determine an optimal design solution. Using a model that demonstrates the change in allele frequencies resulting in evolution of a population over many generations, identify causative agents of change. 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Recognize that some living things, such as fish and turtles, produce very large numbers of offspring because most will die as a result of dangers in the environment before they grow up. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Organisms are classified based on their evolutionary history. Identify basic trends in hominid evolution from early ancestors six million years ago to modern humans, including brain size, jaw size, language, and manufacture of tools. Identify basic trends in hominid evolution from early ancestors six million years ago to modern humans, including brain size, jaw size, language, and manufacture of tools. Recognize ways that the appearance of humans, their language, and their tools have changed over time. Recognize that humans have changed in appearance over a very long period of time. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). 5. Plan investigations, (Design and evaluate a scientific investigation). Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data and refine the design accordingly. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. The scientific theory of evolution is supported by multiple forms of scientific evidence. 10. Communicate results of scientific investigations, and 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. Explain how protein formation results in phenotypic variation and discuss how changes in DNA can lead to somatic or germ line mutations. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. 11. Evaluate the merits of the explanations produced by others. 11. Evaluate the merits of the explanations produced by others. Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Evaluate evidence behind currently accepted explanations or solutions to determine the merits of arguments. Construct an explanation based on valid and reliable evidence obtained from a variety of sources (including students' own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. (HS-LS3-2) Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Identify that prehistoric plants and animals changed over time (evolved) or became extinct. Evaluate the validity and reliability of multiple claims, methods, and/or designs that appear in scientific and technical texts or media reports, verifying the data when possible. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). Recognize that some living things produce very large numbers of offspring to ensure that enough survive to continue the species (a condition for natural selection). Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. Describe how mutation and genetic recombination increase genetic variation. Explain the reasons for changes in how organisms are classified. 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Recognize that some living things, such as fish and turtles, produce very large numbers of offspring because most will die as a result of dangers in the environment before they grow up. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Organisms are classified based on their evolutionary history. Identify basic trends in hominid evolution from early ancestors six million years ago to modern humans, including brain size, jaw size, language, and manufacture of tools. Recognize ways that the appearance of humans, their language, and their tools have changed over time. Recognize that humans have changed in appearance over a very long period of time. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. The scientific theory of evolution is supported by multiple forms of scientific evidence. 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. 11. Evaluate the merits of the explanations produced by others. Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Identify that prehistoric plants and animals changed over time (evolved) or became extinct. Lesson 1: Genes and Variation Connect Class Discussion: Understanding Allele Frequencies Curriculum Standards: Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. Investigate the means by which karyotypes are utilized in diagnostic medicine. Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. Investigate eText: Genes and Variation Curriculum Standards: Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. (HS-LS4-3),(HS-LS4-4) Recognize that some living things produce very large numbers of offspring to ensure that enough survive to continue the species (a condition for natural selection). Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. Describe how mutation and genetic recombination increase genetic variation. Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. Describe how mutation and genetic recombination increase genetic variation. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. The traits that positively affect survival are more likely to be reproduced, and thus are more common in the population. (HS-LS4-3) Natural selection occurs only if there is both (1) variation in the genetic information between organisms in a population and (2) variation in the expression of that genetic information—that is, trait variation—that leads to differences in performance among individuals. (HS-LS4-2),(HS-LS4-3) Model chromosome progression through meiosis and fertilization in order to argue how the processes of sexual reproduction lead to both genetic similarities and variation in diploid organisms. Compare and contrast the processes of sexual and asexual reproduction, identifying the advantages and disadvantages of each. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment's limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. (HS-LS4-2) Genetic information is passed from generation to generation by DNA in all organisms and accounts for similarities in related individuals. Recognize that some living things, such as fish and turtles, produce very large numbers of offspring because most will die as a result of dangers in the environment before they grow up. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 7. Pose answers, explanations, or descriptions of events, Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 7. Pose answers, explanations, or descriptions of events, Explain how protein formation results in phenotypic variation and discuss how changes in DNA can lead to somatic or germ line mutations. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. (HS-LS3-2) Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Recognize that some living things produce very large numbers of offspring to ensure that enough survive to continue the species (a condition for natural selection). Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. Describe how mutation and genetic recombination increase genetic variation. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Genetic information is passed from generation to generation by DNA in all organisms and accounts for similarities in related individuals. Recognize that some living things, such as fish and turtles, produce very large numbers of offspring because most will die as a result of dangers in the environment before they grow up. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 7. Pose answers, explanations, or descriptions of events, Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Interactivity: Genetic Variation Curriculum Standards: Explain the reasons for changes in how organisms are classified. Explain the reasons for changes in how organisms are classified. Organisms are classified based on their evolutionary history. Explain the reasons for changes in how organisms are classified. Organisms are classified based on their evolutionary history. Spanish Workbook: Genes and Variation Editable Presentation: Genes and Variation Synthesize Simulation: Allele Frequencies Curriculum Standards: Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. Describe how mutation and genetic recombination increase genetic variation. Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. Describe how mutation and genetic recombination increase genetic variation. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Model chromosome progression through meiosis and fertilization in order to argue how the processes of sexual reproduction lead to both genetic similarities and variation in diploid organisms. Compare and contrast the processes of sexual and asexual reproduction, identifying the advantages and disadvantages of each. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment's limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. (HS-LS4-2) Genetic information is passed from generation to generation by DNA in all organisms and accounts for similarities in related individuals. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Explain how protein formation results in phenotypic variation and discuss how changes in DNA can lead to somatic or germ line mutations. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. (HS-LS3-2) Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. Describe how mutation and genetic recombination increase genetic variation. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Genetic information is passed from generation to generation by DNA in all organisms and accounts for similarities in related individuals. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Demonstrate eText: Lesson Review: Genes and Variation Curriculum Standards: Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment's limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. (HS-LS4-2) Describe how mutation and genetic recombination increase genetic variation. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain how protein formation results in phenotypic variation and discuss how changes in DNA can lead to somatic or germ line mutations. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. (HS-LS3-2) Describe how mutation and genetic recombination increase genetic variation. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. Describe how mutation and genetic recombination increase genetic variation. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. Quiz Review: Genes and Variation Curriculum Standards: Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment's limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. (HS-LS4-2) Describe how mutation and genetic recombination increase genetic variation. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain how protein formation results in phenotypic variation and discuss how changes in DNA can lead to somatic or germ line mutations. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. (HS-LS3-2) Describe how mutation and genetic recombination increase genetic variation. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. Describe how mutation and genetic recombination increase genetic variation. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. Editable Quiz: Genes and Variation Curriculum Standards: Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment's limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. (HS-LS4-2) Describe how mutation and genetic recombination increase genetic variation. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain how protein formation results in phenotypic variation and discuss how changes in DNA can lead to somatic or germ line mutations. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. (HS-LS3-2) Describe how mutation and genetic recombination increase genetic variation. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. Describe how mutation and genetic recombination increase genetic variation. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. Quiz: Genes and Variation Curriculum Standards: Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment's limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. (HS-LS4-2) Describe how mutation and genetic recombination increase genetic variation. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain how protein formation results in phenotypic variation and discuss how changes in DNA can lead to somatic or germ line mutations. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. (HS-LS3-2) Describe how mutation and genetic recombination increase genetic variation. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. Describe how mutation and genetic recombination increase genetic variation. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. Lesson 2: Evolution as Genetic Change Connect Inquiry Warm-Up Lab: Birds of a Feather Investigate eText: Evolution as Genetic Change Curriculum Standards: Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. (HS-LS4-3),(HS-LS4-4) Recognize that some living things produce very large numbers of offspring to ensure that enough survive to continue the species (a condition for natural selection). Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. Describe how mutation and genetic recombination increase genetic variation. Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. Describe how mutation and genetic recombination increase genetic variation. The traits that positively affect survival are more likely to be reproduced, and thus are more common in the population. (HS-LS4-3) Natural selection occurs only if there is both (1) variation in the genetic information between organisms in a population and (2) variation in the expression of that genetic information—that is, trait variation—that leads to differences in performance among individuals. (HS-LS4-2),(HS-LS4-3) Using a model that demonstrates the change in allele frequencies resulting in evolution of a population over many generations, identify causative agents of change. Recognize that some living things, such as fish and turtles, produce very large numbers of offspring because most will die as a result of dangers in the environment before they grow up. Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Recognize that some living things produce very large numbers of offspring to ensure that enough survive to continue the species (a condition for natural selection). Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. Describe how mutation and genetic recombination increase genetic variation. Recognize that some living things, such as fish and turtles, produce very large numbers of offspring because most will die as a result of dangers in the environment before they grow up. Quick Lab: Modeling Genetic Drift Curriculum Standards: Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. Describe how mutation and genetic recombination increase genetic variation. Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. Describe how mutation and genetic recombination increase genetic variation. Using a model that demonstrates the change in allele frequencies resulting in evolution of a population over many generations, identify causative agents of change. Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. Describe how mutation and genetic recombination increase genetic variation. Interactivity: Genetic Change Curriculum Standards: Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. Describe how mutation and genetic recombination increase genetic variation. Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. Describe how mutation and genetic recombination increase genetic variation. Using a model that demonstrates the change in allele frequencies resulting in evolution of a population over many generations, identify causative agents of change. Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. Describe how mutation and genetic recombination increase genetic variation. Spanish Workbook: Evolution as Genetic Change in Populations Editable Presentation: Evolution as Genetic Change Synthesize Science Skills Activity: Genetic Changes in Populations Curriculum Standards: Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. Describe how mutation and genetic recombination increase genetic variation. Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. Describe how mutation and genetic recombination increase genetic variation. Using a model that demonstrates the change in allele frequencies resulting in evolution of a population over many generations, identify causative agents of change. Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. Describe how mutation and genetic recombination increase genetic variation. Science Skills Worksheet: Genetic Changes in Populations Curriculum Standards: Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. Describe how mutation and genetic recombination increase genetic variation. Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. Describe how mutation and genetic recombination increase genetic variation. Using a model that demonstrates the change in allele frequencies resulting in evolution of a population over many generations, identify causative agents of change. Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. Describe how mutation and genetic recombination increase genetic variation. Demonstrate eText: Lesson Review: Evolution as Genetic Change Curriculum Standards: Construct an explanation based on evidence for how natural selection leads to adaptation of populations. Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. Describe how mutation and genetic recombination increase genetic variation. Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. Describe how mutation and genetic recombination increase genetic variation. Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Natural selection occurs only if there is both (1) variation in the genetic information between organisms in a population and (2) variation in the expression of that genetic information—that is, trait variation—that leads to differences in performance among individuals. (HS-LS4-2),(HS-LS4-3) Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. Using a model that demonstrates the change in allele frequencies resulting in evolution of a population over many generations, identify causative agents of change. Natural selection is a primary mechanism leading to evolutionary change. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment's limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. (HS-LS4-2) Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. (HS-LS4-3),(HS-LS4-4) Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. Describe how mutation and genetic recombination increase genetic variation. Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. Natural selection is a primary mechanism leading to evolutionary change. Quiz Review: Evolution as Genetic Change Curriculum Standards: Construct an explanation based on evidence for how natural selection leads to adaptation of populations. Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. Describe how mutation and genetic recombination increase genetic variation. Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. Describe how mutation and genetic recombination increase genetic variation. Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Natural selection occurs only if there is both (1) variation in the genetic information between organisms in a population and (2) variation in the expression of that genetic information—that is, trait variation—that leads to differences in performance among individuals. (HS-LS4-2),(HS-LS4-3) Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. Using a model that demonstrates the change in allele frequencies resulting in evolution of a population over many generations, identify causative agents of change. Natural selection is a primary mechanism leading to evolutionary change. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment's limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. (HS-LS4-2) Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. (HS-LS4-3),(HS-LS4-4) Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. Describe how mutation and genetic recombination increase genetic variation. Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. Natural selection is a primary mechanism leading to evolutionary change. Editable Quiz: Evolution as Genetic Change Curriculum Standards: Construct an explanation based on evidence for how natural selection leads to adaptation of populations. Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. Describe how mutation and genetic recombination increase genetic variation. Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. Describe how mutation and genetic recombination increase genetic variation. Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Natural selection occurs only if there is both (1) variation in the genetic information between organisms in a population and (2) variation in the expression of that genetic information—that is, trait variation—that leads to differences in performance among individuals. (HS-LS4-2),(HS-LS4-3) Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. Using a model that demonstrates the change in allele frequencies resulting in evolution of a population over many generations, identify causative agents of change. Natural selection is a primary mechanism leading to evolutionary change. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment's limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. (HS-LS4-2) Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. (HS-LS4-3),(HS-LS4-4) Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. Describe how mutation and genetic recombination increase genetic variation. Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. Natural selection is a primary mechanism leading to evolutionary change. Quiz: Evolution as Genetic Change Curriculum Standards: Construct an explanation based on evidence for how natural selection leads to adaptation of populations. Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. Describe how mutation and genetic recombination increase genetic variation. Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. Describe how mutation and genetic recombination increase genetic variation. Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Natural selection occurs only if there is both (1) variation in the genetic information between organisms in a population and (2) variation in the expression of that genetic information—that is, trait variation—that leads to differences in performance among individuals. (HS-LS4-2),(HS-LS4-3) Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. Using a model that demonstrates the change in allele frequencies resulting in evolution of a population over many generations, identify causative agents of change. Natural selection is a primary mechanism leading to evolutionary change. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment's limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. (HS-LS4-2) Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. (HS-LS4-3),(HS-LS4-4) Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. Describe how mutation and genetic recombination increase genetic variation. Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. Natural selection is a primary mechanism leading to evolutionary change. Lesson 3: The Process of Speciation Connect Class Discussion: Country Cousin/City Cousin Investigate eText: The Process of Speciation Curriculum Standards: Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. (HS-LS4-3),(HS-LS4-4) Recognize that some living things produce very large numbers of offspring to ensure that enough survive to continue the species (a condition for natural selection). The traits that positively affect survival are more likely to be reproduced, and thus are more common in the population. (HS-LS4-3) Natural selection occurs only if there is both (1) variation in the genetic information between organisms in a population and (2) variation in the expression of that genetic information—that is, trait variation—that leads to differences in performance among individuals. (HS-LS4-2),(HS-LS4-3) Recognize that some living things, such as fish and turtles, produce very large numbers of offspring because most will die as a result of dangers in the environment before they grow up. Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Recognize that some living things produce very large numbers of offspring to ensure that enough survive to continue the species (a condition for natural selection). Recognize that some living things, such as fish and turtles, produce very large numbers of offspring because most will die as a result of dangers in the environment before they grow up. Interactivity: Speciation Curriculum Standards: Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. Changes in the physical environment, whether naturally occurring or human induced, have thus contributed to the expansion of some species, the emergence of new distinct species as populations diverge under different conditions, and the decline—and sometimes the extinction—of some species. (HS-LS4-5) Evaluate the evidence for the role of group behavior on individual and species' chances to survive and reproduce. Group behavior has evolved because membership can increase the chances of survival for individuals and their genetic relatives. (HS-LS2-8) Spanish Workbook: The Process of Speciation Editable Presentation: The Process of Speciation Synthesize Science Skills Activity: Ring Species Curriculum Standards: Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. Changes in the physical environment, whether naturally occurring or human induced, have thus contributed to the expansion of some species, the emergence of new distinct species as populations diverge under different conditions, and the decline—and sometimes the extinction—of some species. (HS-LS4-5) Science Skills Worksheet: Ring Species Modeling Lab: Competing for Resources Curriculum Standards: 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). Analyze data using tools, technologies, and/or models in order to make valid and reliable scientific claims or determine an optimal design solution. 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). 5. Plan investigations, (Design and evaluate a scientific investigation). Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data and refine the design accordingly. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 10. Communicate results of scientific investigations, and 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. 11. Evaluate the merits of the explanations produced by others. 11. Evaluate the merits of the explanations produced by others. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. Identify a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Identify a scientific question 2. Examine reliable sources of information to identify what is already known 3. Develop a possible explanation (hypothesis) 4. Plan and carry out an experiment 5. Gather data based on measurement and observations 6. Evaluate the data 7. Use the data to support reasonable explanations, inferences, and conclusions. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. Evaluate evidence behind currently accepted explanations or solutions to determine the merits of arguments. Construct an explanation based on valid and reliable evidence obtained from a variety of sources (including students' own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Evaluate the validity and reliability of multiple claims, methods, and/or designs that appear in scientific and technical texts or media reports, verifying the data when possible. 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. 11. Evaluate the merits of the explanations produced by others. Identify a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Identify a scientific question 2. Examine reliable sources of information to identify what is already known 3. Develop a possible explanation (hypothesis) 4. Plan and carry out an experiment 5. Gather data based on measurement and observations 6. Evaluate the data 7. Use the data to support reasonable explanations, inferences, and conclusions. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Foundations Modeling Lab: Competing for Resources Curriculum Standards: 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). Analyze data using tools, technologies, and/or models in order to make valid and reliable scientific claims or determine an optimal design solution. 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). 5. Plan investigations, (Design and evaluate a scientific investigation). Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data and refine the design accordingly. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 10. Communicate results of scientific investigations, and 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. 11. Evaluate the merits of the explanations produced by others. 11. Evaluate the merits of the explanations produced by others. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. Identify a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Identify a scientific question 2. Examine reliable sources of information to identify what is already known 3. Develop a possible explanation (hypothesis) 4. Plan and carry out an experiment 5. Gather data based on measurement and observations 6. Evaluate the data 7. Use the data to support reasonable explanations, inferences, and conclusions. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. Evaluate evidence behind currently accepted explanations or solutions to determine the merits of arguments. Construct an explanation based on valid and reliable evidence obtained from a variety of sources (including students' own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Evaluate the validity and reliability of multiple claims, methods, and/or designs that appear in scientific and technical texts or media reports, verifying the data when possible. 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. 11. Evaluate the merits of the explanations produced by others. Identify a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Identify a scientific question 2. Examine reliable sources of information to identify what is already known 3. Develop a possible explanation (hypothesis) 4. Plan and carry out an experiment 5. Gather data based on measurement and observations 6. Evaluate the data 7. Use the data to support reasonable explanations, inferences, and conclusions. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Demonstrate eText: Lesson Review: The Process of Speciation Curriculum Standards: Using a model that demonstrates the change in allele frequencies resulting in evolution of a population over many generations, identify causative agents of change. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. Quiz Review: The Process of Speciation Curriculum Standards: Using a model that demonstrates the change in allele frequencies resulting in evolution of a population over many generations, identify causative agents of change. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. Editable Quiz: The Process of Speciation Curriculum Standards: Using a model that demonstrates the change in allele frequencies resulting in evolution of a population over many generations, identify causative agents of change. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. Quiz: The Process of Speciation Curriculum Standards: Using a model that demonstrates the change in allele frequencies resulting in evolution of a population over many generations, identify causative agents of change. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. Lesson 4: Molecular Evolution Connect Discussion Board: Molecular Evolution Curriculum Standards: Evaluate scientific data collected from analysis of molecular sequences, fossil records, biogeography, and embryology. Identify chronological patterns of change and communicate that biological evolution is supported by multiple lines of empirical evidence that identify similarities inherited from a common ancestor (homologies). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. Genetic information provides evidence of evolution. DNA sequences vary among species, but there are many overlaps; in fact, the ongoing branching that produces multiple lines of descent can be inferred by comparing the DNA sequences of different organisms. Such information is also derivable from the similarities and differences in amino acid sequences and from anatomical and embryological evidence. (HS-LS4-1) Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain how and why the genetic code is universal and is common to almost all organisms. Explain how and why the genetic code is universal and is common to almost all organisms. Apply scientific reasoning to link evidence to the claims to assess the extent to which the reasoning and data support the explanation or conclusion. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Science. English language learners communicate for social and instructional purposes within the school setting. Obtain, evaluate, and communicate information on how molecular biotechnology may be used in a variety of fields. Communicate scientific and technical information or ideas (e.g. about phenomena and/or the process of development and the design and performance of a proposed system) in multiple formats. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Science. English language learners communicate for social and instructional purposes within the school setting. The scientific theory of evolution is supported by multiple forms of scientific evidence. Identify that prehistoric plants and animals changed over time (evolved) or became extinct. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain how and why the genetic code is universal and is common to almost all organisms. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Science. English language learners communicate for social and instructional purposes within the school setting. The scientific theory of evolution is supported by multiple forms of scientific evidence. Identify that prehistoric plants and animals changed over time (evolved) or became extinct. Investigate eText: Molecular Evolution Curriculum Standards: Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Evaluate scientific data collected from analysis of molecular sequences, fossil records, biogeography, and embryology. Identify chronological patterns of change and communicate that biological evolution is supported by multiple lines of empirical evidence that identify similarities inherited from a common ancestor (homologies). Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. Genetic information provides evidence of evolution. DNA sequences vary among species, but there are many overlaps; in fact, the ongoing branching that produces multiple lines of descent can be inferred by comparing the DNA sequences of different organisms. Such information is also derivable from the similarities and differences in amino acid sequences and from anatomical and embryological evidence. (HS-LS4-1) Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Identify basic trends in hominid evolution from early ancestors six million years ago to modern humans, including brain size, jaw size, language, and manufacture of tools. Identify basic trends in hominid evolution from early ancestors six million years ago to modern humans, including brain size, jaw size, language, and manufacture of tools. Recognize ways that the appearance of humans, their language, and their tools have changed over time. Recognize that humans have changed in appearance over a very long period of time. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, The scientific theory of evolution is supported by multiple forms of scientific evidence. Identify that prehistoric plants and animals changed over time (evolved) or became extinct. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Identify basic trends in hominid evolution from early ancestors six million years ago to modern humans, including brain size, jaw size, language, and manufacture of tools. Recognize ways that the appearance of humans, their language, and their tools have changed over time. Recognize that humans have changed in appearance over a very long period of time. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, The scientific theory of evolution is supported by multiple forms of scientific evidence. Identify that prehistoric plants and animals changed over time (evolved) or became extinct. Analyzing Data: Variation of Expressed Traits Curriculum Standards: Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. Describe how mutation and genetic recombination increase genetic variation. Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. Describe how mutation and genetic recombination increase genetic variation. Using a model that demonstrates the change in allele frequencies resulting in evolution of a population over many generations, identify causative agents of change. Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. Describe how mutation and genetic recombination increase genetic variation. Interactivity: Development of New Genes Curriculum Standards: Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Evaluate scientific data collected from analysis of molecular sequences, fossil records, biogeography, and embryology. Identify chronological patterns of change and communicate that biological evolution is supported by multiple lines of empirical evidence that identify similarities inherited from a common ancestor (homologies). Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. Genetic information provides evidence of evolution. DNA sequences vary among species, but there are many overlaps; in fact, the ongoing branching that produces multiple lines of descent can be inferred by comparing the DNA sequences of different organisms. Such information is also derivable from the similarities and differences in amino acid sequences and from anatomical and embryological evidence. (HS-LS4-1) Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Identify basic trends in hominid evolution from early ancestors six million years ago to modern humans, including brain size, jaw size, language, and manufacture of tools. Identify basic trends in hominid evolution from early ancestors six million years ago to modern humans, including brain size, jaw size, language, and manufacture of tools. Recognize ways that the appearance of humans, their language, and their tools have changed over time. Recognize that humans have changed in appearance over a very long period of time. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, The scientific theory of evolution is supported by multiple forms of scientific evidence. Identify that prehistoric plants and animals changed over time (evolved) or became extinct. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Identify basic trends in hominid evolution from early ancestors six million years ago to modern humans, including brain size, jaw size, language, and manufacture of tools. Recognize ways that the appearance of humans, their language, and their tools have changed over time. Recognize that humans have changed in appearance over a very long period of time. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, The scientific theory of evolution is supported by multiple forms of scientific evidence. Identify that prehistoric plants and animals changed over time (evolved) or became extinct. Spanish Workbook: Molecular Evolution Editable Presentation: Molecular Evolution Synthesize Interactive Video: Hox Genes and Fruit Flies Curriculum Standards: Evaluate scientific data collected from analysis of molecular sequences, fossil records, biogeography, and embryology. Identify chronological patterns of change and communicate that biological evolution is supported by multiple lines of empirical evidence that identify similarities inherited from a common ancestor (homologies). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. Genetic information provides evidence of evolution. DNA sequences vary among species, but there are many overlaps; in fact, the ongoing branching that produces multiple lines of descent can be inferred by comparing the DNA sequences of different organisms. Such information is also derivable from the similarities and differences in amino acid sequences and from anatomical and embryological evidence. (HS-LS4-1) Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain how and why the genetic code is universal and is common to almost all organisms. Explain how and why the genetic code is universal and is common to almost all organisms. Apply scientific reasoning to link evidence to the claims to assess the extent to which the reasoning and data support the explanation or conclusion. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Science. English language learners communicate for social and instructional purposes within the school setting. Obtain, evaluate, and communicate information on how molecular biotechnology may be used in a variety of fields. Communicate scientific and technical information or ideas (e.g. about phenomena and/or the process of development and the design and performance of a proposed system) in multiple formats. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Science. English language learners communicate for social and instructional purposes within the school setting. The scientific theory of evolution is supported by multiple forms of scientific evidence. Identify that prehistoric plants and animals changed over time (evolved) or became extinct. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain how and why the genetic code is universal and is common to almost all organisms. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Science. English language learners communicate for social and instructional purposes within the school setting. The scientific theory of evolution is supported by multiple forms of scientific evidence. Identify that prehistoric plants and animals changed over time (evolved) or became extinct. Demonstrate eText: Lesson Review: Molecular Evolution Curriculum Standards: Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Evaluate scientific data collected from analysis of molecular sequences, fossil records, biogeography, and embryology. Identify chronological patterns of change and communicate that biological evolution is supported by multiple lines of empirical evidence that identify similarities inherited from a common ancestor (homologies). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Genetic information provides evidence of evolution. DNA sequences vary among species, but there are many overlaps; in fact, the ongoing branching that produces multiple lines of descent can be inferred by comparing the DNA sequences of different organisms. Such information is also derivable from the similarities and differences in amino acid sequences and from anatomical and embryological evidence. (HS-LS4-1) The scientific theory of evolution is supported by multiple forms of scientific evidence. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. The scientific theory of evolution is supported by multiple forms of scientific evidence. Quiz Review: Molecular Evolution Curriculum Standards: Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Evaluate scientific data collected from analysis of molecular sequences, fossil records, biogeography, and embryology. Identify chronological patterns of change and communicate that biological evolution is supported by multiple lines of empirical evidence that identify similarities inherited from a common ancestor (homologies). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Genetic information provides evidence of evolution. DNA sequences vary among species, but there are many overlaps; in fact, the ongoing branching that produces multiple lines of descent can be inferred by comparing the DNA sequences of different organisms. Such information is also derivable from the similarities and differences in amino acid sequences and from anatomical and embryological evidence. (HS-LS4-1) The scientific theory of evolution is supported by multiple forms of scientific evidence. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. The scientific theory of evolution is supported by multiple forms of scientific evidence. Editable Quiz: Molecular Evolution Curriculum Standards: Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Evaluate scientific data collected from analysis of molecular sequences, fossil records, biogeography, and embryology. Identify chronological patterns of change and communicate that biological evolution is supported by multiple lines of empirical evidence that identify similarities inherited from a common ancestor (homologies). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Genetic information provides evidence of evolution. DNA sequences vary among species, but there are many overlaps; in fact, the ongoing branching that produces multiple lines of descent can be inferred by comparing the DNA sequences of different organisms. Such information is also derivable from the similarities and differences in amino acid sequences and from anatomical and embryological evidence. (HS-LS4-1) The scientific theory of evolution is supported by multiple forms of scientific evidence. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. The scientific theory of evolution is supported by multiple forms of scientific evidence. Quiz: Molecular Evolution Curriculum Standards: Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Evaluate scientific data collected from analysis of molecular sequences, fossil records, biogeography, and embryology. Identify chronological patterns of change and communicate that biological evolution is supported by multiple lines of empirical evidence that identify similarities inherited from a common ancestor (homologies). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Genetic information provides evidence of evolution. DNA sequences vary among species, but there are many overlaps; in fact, the ongoing branching that produces multiple lines of descent can be inferred by comparing the DNA sequences of different organisms. Such information is also derivable from the similarities and differences in amino acid sequences and from anatomical and embryological evidence. (HS-LS4-1) The scientific theory of evolution is supported by multiple forms of scientific evidence. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. The scientific theory of evolution is supported by multiple forms of scientific evidence. Chapter Close: Evolution of Populations eText: Case Study Wrap-Up: How Can Antibiotics Keep Up with Drug-Resistant Bacteria? Curriculum Standards: Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. (HS-LS4-3),(HS-LS4-4) Recognize that some living things produce very large numbers of offspring to ensure that enough survive to continue the species (a condition for natural selection). The traits that positively affect survival are more likely to be reproduced, and thus are more common in the population. (HS-LS4-3) Natural selection occurs only if there is both (1) variation in the genetic information between organisms in a population and (2) variation in the expression of that genetic information—that is, trait variation—that leads to differences in performance among individuals. (HS-LS4-2),(HS-LS4-3) Recognize that some living things, such as fish and turtles, produce very large numbers of offspring because most will die as a result of dangers in the environment before they grow up. Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Recognize that some living things produce very large numbers of offspring to ensure that enough survive to continue the species (a condition for natural selection). Recognize that some living things, such as fish and turtles, produce very large numbers of offspring because most will die as a result of dangers in the environment before they grow up. Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. HHMI Career Video: The Origin of Flight: What Use is Half a Wing? eText: Chapter 18 Study Guide Curriculum Standards: Construct an explanation based on evidence for how natural selection leads to adaptation of populations. Using a model that demonstrates the change in allele frequencies resulting in evolution of a population over many generations, identify causative agents of change. Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. Describe how mutation and genetic recombination increase genetic variation. Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. Describe how mutation and genetic recombination increase genetic variation. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Natural selection occurs only if there is both (1) variation in the genetic information between organisms in a population and (2) variation in the expression of that genetic information—that is, trait variation—that leads to differences in performance among individuals. (HS-LS4-2),(HS-LS4-3) Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Evaluate scientific data collected from analysis of molecular sequences, fossil records, biogeography, and embryology. Identify chronological patterns of change and communicate that biological evolution is supported by multiple lines of empirical evidence that identify similarities inherited from a common ancestor (homologies). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. Natural selection is a primary mechanism leading to evolutionary change. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment's limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. (HS-LS4-2) Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. (HS-LS4-3),(HS-LS4-4) Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain how protein formation results in phenotypic variation and discuss how changes in DNA can lead to somatic or germ line mutations. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. (HS-LS3-2) Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. Describe how mutation and genetic recombination increase genetic variation. Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. Natural selection is a primary mechanism leading to evolutionary change. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. eText: Performance-Based Assessment: When Weeds Fight Back! Curriculum Standards: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology???s capacity to link to other information and to display information flexibly and dynamically. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically. Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology_?_s capacity to link to other information and to display information flexibly and dynamically. eText: Chapter 18 Assessment Curriculum Standards: Construct an explanation based on evidence for how natural selection leads to adaptation of populations. Using a model that demonstrates the change in allele frequencies resulting in evolution of a population over many generations, identify causative agents of change. Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. Describe how mutation and genetic recombination increase genetic variation. Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. Describe how mutation and genetic recombination increase genetic variation. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Natural selection occurs only if there is both (1) variation in the genetic information between organisms in a population and (2) variation in the expression of that genetic information—that is, trait variation—that leads to differences in performance among individuals. (HS-LS4-2),(HS-LS4-3) Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Evaluate scientific data collected from analysis of molecular sequences, fossil records, biogeography, and embryology. Identify chronological patterns of change and communicate that biological evolution is supported by multiple lines of empirical evidence that identify similarities inherited from a common ancestor (homologies). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. Natural selection is a primary mechanism leading to evolutionary change. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment's limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. (HS-LS4-2) Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. (HS-LS4-3),(HS-LS4-4) Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain how protein formation results in phenotypic variation and discuss how changes in DNA can lead to somatic or germ line mutations. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. (HS-LS3-2) Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. Describe how mutation and genetic recombination increase genetic variation. Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. Natural selection is a primary mechanism leading to evolutionary change. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Test Review: Test: Evolution of Populations Curriculum Standards: Construct an explanation based on evidence for how natural selection leads to adaptation of populations. Using a model that demonstrates the change in allele frequencies resulting in evolution of a population over many generations, identify causative agents of change. Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. Describe how mutation and genetic recombination increase genetic variation. Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. Describe how mutation and genetic recombination increase genetic variation. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Natural selection occurs only if there is both (1) variation in the genetic information between organisms in a population and (2) variation in the expression of that genetic information—that is, trait variation—that leads to differences in performance among individuals. (HS-LS4-2),(HS-LS4-3) Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Evaluate scientific data collected from analysis of molecular sequences, fossil records, biogeography, and embryology. Identify chronological patterns of change and communicate that biological evolution is supported by multiple lines of empirical evidence that identify similarities inherited from a common ancestor (homologies). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. Natural selection is a primary mechanism leading to evolutionary change. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment's limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. (HS-LS4-2) Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. (HS-LS4-3),(HS-LS4-4) Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain how protein formation results in phenotypic variation and discuss how changes in DNA can lead to somatic or germ line mutations. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. (HS-LS3-2) Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. Describe how mutation and genetic recombination increase genetic variation. Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. Natural selection is a primary mechanism leading to evolutionary change. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Editable Test: Test: Evolution of Populations Curriculum Standards: Construct an explanation based on evidence for how natural selection leads to adaptation of populations. Using a model that demonstrates the change in allele frequencies resulting in evolution of a population over many generations, identify causative agents of change. Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. Describe how mutation and genetic recombination increase genetic variation. Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. Describe how mutation and genetic recombination increase genetic variation. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Natural selection occurs only if there is both (1) variation in the genetic information between organisms in a population and (2) variation in the expression of that genetic information—that is, trait variation—that leads to differences in performance among individuals. (HS-LS4-2),(HS-LS4-3) Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Evaluate scientific data collected from analysis of molecular sequences, fossil records, biogeography, and embryology. Identify chronological patterns of change and communicate that biological evolution is supported by multiple lines of empirical evidence that identify similarities inherited from a common ancestor (homologies). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. Natural selection is a primary mechanism leading to evolutionary change. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment's limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. (HS-LS4-2) Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. (HS-LS4-3),(HS-LS4-4) Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain how protein formation results in phenotypic variation and discuss how changes in DNA can lead to somatic or germ line mutations. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. (HS-LS3-2) Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. Describe how mutation and genetic recombination increase genetic variation. Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. Natural selection is a primary mechanism leading to evolutionary change. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Test: Evolution of Populations Curriculum Standards: Construct an explanation based on evidence for how natural selection leads to adaptation of populations. Using a model that demonstrates the change in allele frequencies resulting in evolution of a population over many generations, identify causative agents of change. Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. Describe how mutation and genetic recombination increase genetic variation. Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. Describe how mutation and genetic recombination increase genetic variation. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Natural selection occurs only if there is both (1) variation in the genetic information between organisms in a population and (2) variation in the expression of that genetic information—that is, trait variation—that leads to differences in performance among individuals. (HS-LS4-2),(HS-LS4-3) Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Evaluate scientific data collected from analysis of molecular sequences, fossil records, biogeography, and embryology. Identify chronological patterns of change and communicate that biological evolution is supported by multiple lines of empirical evidence that identify similarities inherited from a common ancestor (homologies). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. Natural selection is a primary mechanism leading to evolutionary change. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment's limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. (HS-LS4-2) Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. (HS-LS4-3),(HS-LS4-4) Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain how protein formation results in phenotypic variation and discuss how changes in DNA can lead to somatic or germ line mutations. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. (HS-LS3-2) Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. Describe how mutation and genetic recombination increase genetic variation. Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. Natural selection is a primary mechanism leading to evolutionary change. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. eText: FL End-of-Course Test Practice: Evolution of Populations Curriculum Standards: Explain how and why the genetic code is universal and is common to almost all organisms. Evaluate scientific data collected from analysis of molecular sequences, fossil records, biogeography, and embryology. Identify chronological patterns of change and communicate that biological evolution is supported by multiple lines of empirical evidence that identify similarities inherited from a common ancestor (homologies). Explain how and why the genetic code is universal and is common to almost all organisms. Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. Changes in the physical environment, whether naturally occurring or human induced, have thus contributed to the expansion of some species, the emergence of new distinct species as populations diverge under different conditions, and the decline—and sometimes the extinction—of some species. (HS-LS4-5) Using a model that demonstrates the change in allele frequencies resulting in evolution of a population over many generations, identify causative agents of change. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Natural selection is a primary mechanism leading to evolutionary change. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. Construct an explanation based on evidence for how natural selection leads to adaptation of populations. Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment's limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. (HS-LS4-2) Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. (HS-LS4-3),(HS-LS4-4) Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. Genetic information provides evidence of evolution. DNA sequences vary among species, but there are many overlaps; in fact, the ongoing branching that produces multiple lines of descent can be inferred by comparing the DNA sequences of different organisms. Such information is also derivable from the similarities and differences in amino acid sequences and from anatomical and embryological evidence. (HS-LS4-1) The scientific theory of evolution is supported by multiple forms of scientific evidence. Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population. Environmental factors also affect expression of traits, and hence affect the probability of occurrences of traits in a population. Thus the variation and distribution of traits observed depends on both genetic and environmental factors. (HS-LS3-2),(HS-LS3-3) Explain how and why the genetic code is universal and is common to almost all organisms. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Natural selection is a primary mechanism leading to evolutionary change. The scientific theory of evolution is supported by multiple forms of scientific evidence. Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. Editable FL EOC Test: Evolution of Populations Curriculum Standards: Explain how and why the genetic code is universal and is common to almost all organisms. Evaluate scientific data collected from analysis of molecular sequences, fossil records, biogeography, and embryology. Identify chronological patterns of change and communicate that biological evolution is supported by multiple lines of empirical evidence that identify similarities inherited from a common ancestor (homologies). Explain how and why the genetic code is universal and is common to almost all organisms. Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. Changes in the physical environment, whether naturally occurring or human induced, have thus contributed to the expansion of some species, the emergence of new distinct species as populations diverge under different conditions, and the decline—and sometimes the extinction—of some species. (HS-LS4-5) Using a model that demonstrates the change in allele frequencies resulting in evolution of a population over many generations, identify causative agents of change. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Natural selection is a primary mechanism leading to evolutionary change. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. Construct an explanation based on evidence for how natural selection leads to adaptation of populations. Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment's limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. (HS-LS4-2) Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. (HS-LS4-3),(HS-LS4-4) Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. Genetic information provides evidence of evolution. DNA sequences vary among species, but there are many overlaps; in fact, the ongoing branching that produces multiple lines of descent can be inferred by comparing the DNA sequences of different organisms. Such information is also derivable from the similarities and differences in amino acid sequences and from anatomical and embryological evidence. (HS-LS4-1) The scientific theory of evolution is supported by multiple forms of scientific evidence. Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population. Environmental factors also affect expression of traits, and hence affect the probability of occurrences of traits in a population. Thus the variation and distribution of traits observed depends on both genetic and environmental factors. (HS-LS3-2),(HS-LS3-3) Explain how and why the genetic code is universal and is common to almost all organisms. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Natural selection is a primary mechanism leading to evolutionary change. The scientific theory of evolution is supported by multiple forms of scientific evidence. Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. FL End-of-Course Test Practice: Evolution of Populations Curriculum Standards: Explain how and why the genetic code is universal and is common to almost all organisms. Evaluate scientific data collected from analysis of molecular sequences, fossil records, biogeography, and embryology. Identify chronological patterns of change and communicate that biological evolution is supported by multiple lines of empirical evidence that identify similarities inherited from a common ancestor (homologies). Explain how and why the genetic code is universal and is common to almost all organisms. Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. Changes in the physical environment, whether naturally occurring or human induced, have thus contributed to the expansion of some species, the emergence of new distinct species as populations diverge under different conditions, and the decline—and sometimes the extinction—of some species. (HS-LS4-5) Using a model that demonstrates the change in allele frequencies resulting in evolution of a population over many generations, identify causative agents of change. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Natural selection is a primary mechanism leading to evolutionary change. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. Construct an explanation based on evidence for how natural selection leads to adaptation of populations. Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment's limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. (HS-LS4-2) Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. (HS-LS4-3),(HS-LS4-4) Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. Genetic information provides evidence of evolution. DNA sequences vary among species, but there are many overlaps; in fact, the ongoing branching that produces multiple lines of descent can be inferred by comparing the DNA sequences of different organisms. Such information is also derivable from the similarities and differences in amino acid sequences and from anatomical and embryological evidence. (HS-LS4-1) The scientific theory of evolution is supported by multiple forms of scientific evidence. Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population. Environmental factors also affect expression of traits, and hence affect the probability of occurrences of traits in a population. Thus the variation and distribution of traits observed depends on both genetic and environmental factors. (HS-LS3-2),(HS-LS3-3) Explain how and why the genetic code is universal and is common to almost all organisms. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Natural selection is a primary mechanism leading to evolutionary change. The scientific theory of evolution is supported by multiple forms of scientific evidence. Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. Enrichment: Evolution of Populations HHMI Enrichment Video: The Origin of Species: The Beak of the Finch - Part 1 HHMI Enrichment Video: The Origin of Species: The Beak of the Finch - Part 2 HHMI Enrichment Video: The Origin of Species: The Beak of the Finch - Part 3 HHMI Enrichment Video: The Beak of the Finch Student Quiz HHMI Enrichment Activity: Selective Advantage in Changing Environments Chapter 19: Biodiversity and Classification Chapter Opener: Biodiversity and Classification eText: Biodiversity and Classification Curriculum Standards: Recognize that plants and animals change as they age. Explain the reasons for changes in how organisms are classified. Explain the reasons for changes in how organisms are classified. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Recognize that animals produce offspring. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Organisms are classified based on their evolutionary history. Recognize differences in physical characteristics within a species of animals, such as different types of dogs. Classify living organisms into their kingdoms. Match organisms to the animal, plant, and fungus kingdoms. Sort common living things into plant and animal kingdoms. Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. a. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. a. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words. Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from or supports the argument presented. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). e. Provide a concluding statement or section that follows from or supports the argument presented. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers. d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers. b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience???s knowledge of the topic. b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience' knowledge of the topic. Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. Recognize that plants need water, light, and air to grow. Recognize that plants and animals change as they age. Explain the reasons for changes in how organisms are classified. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Recognize that animals produce offspring. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Organisms are classified based on their evolutionary history. Recognize differences in physical characteristics within a species of animals, such as different types of dogs. Classify living organisms into their kingdoms. Match organisms to the animal, plant, and fungus kingdoms. Sort common living things into plant and animal kingdoms. Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. a. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from or supports the argument presented. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers. b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience_?_s knowledge of the topic. Recognize that plants need water, light, and air to grow. Biology Foundations: Biodiversity and Classification Curriculum Standards: Explain the reasons for changes in how organisms are classified. Explain the reasons for changes in how organisms are classified. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Recognize that animals produce offspring. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Organisms are classified based on their evolutionary history. Classify living organisms into their kingdoms. Match organisms to the animal, plant, and fungus kingdoms. Sort common living things into plant and animal kingdoms. Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. a. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. a. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words. Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from or supports the argument presented. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). e. Provide a concluding statement or section that follows from or supports the argument presented. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers. d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers. b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience???s knowledge of the topic. b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience' knowledge of the topic. Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. Recognize that plants need water, light, and air to grow. Explain the reasons for changes in how organisms are classified. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Recognize that animals produce offspring. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Organisms are classified based on their evolutionary history. Classify living organisms into their kingdoms. Match organisms to the animal, plant, and fungus kingdoms. Sort common living things into plant and animal kingdoms. Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. a. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from or supports the argument presented. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers. b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience_?_s knowledge of the topic. Recognize that plants need water, light, and air to grow. Lesson 1: Finding Order in Biodiversity Connect Inquiry Warm-Up Lab: Order From Chaos Curriculum Standards: Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Recognize that animals produce offspring. Classify living organisms into their kingdoms. Match organisms to the animal, plant, and fungus kingdoms. Sort common living things into plant and animal kingdoms. Recognize that plants need water, light, and air to grow. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Recognize that animals produce offspring. Classify living organisms into their kingdoms. Match organisms to the animal, plant, and fungus kingdoms. Sort common living things into plant and animal kingdoms. Recognize that plants need water, light, and air to grow. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Investigate eText: Finding Order in Biodiversity Curriculum Standards: Explain the reasons for changes in how organisms are classified. Explain the reasons for changes in how organisms are classified. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Recognize that animals produce offspring. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Organisms are classified based on their evolutionary history. Classify living organisms into their kingdoms. Match organisms to the animal, plant, and fungus kingdoms. Sort common living things into plant and animal kingdoms. Recognize that plants need water, light, and air to grow. Explain the reasons for changes in how organisms are classified. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Recognize that animals produce offspring. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Organisms are classified based on their evolutionary history. Classify living organisms into their kingdoms. Match organisms to the animal, plant, and fungus kingdoms. Sort common living things into plant and animal kingdoms. Recognize that plants need water, light, and air to grow. Quick Lab: Using a Dichotomous Key Curriculum Standards: 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). Analyze data using tools, technologies, and/or models in order to make valid and reliable scientific claims or determine an optimal design solution. 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). 5. Plan investigations, (Design and evaluate a scientific investigation). Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data and refine the design accordingly. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 10. Communicate results of scientific investigations, and 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. 11. Evaluate the merits of the explanations produced by others. 11. Evaluate the merits of the explanations produced by others. Evaluate evidence behind currently accepted explanations or solutions to determine the merits of arguments. Construct an explanation based on valid and reliable evidence obtained from a variety of sources (including students' own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Evaluate the validity and reliability of multiple claims, methods, and/or designs that appear in scientific and technical texts or media reports, verifying the data when possible. 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. 11. Evaluate the merits of the explanations produced by others. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Interactivity: Classifying Organisms Curriculum Standards: Explain the reasons for changes in how organisms are classified. Explain the reasons for changes in how organisms are classified. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Recognize that animals produce offspring. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Organisms are classified based on their evolutionary history. Classify living organisms into their kingdoms. Match organisms to the animal, plant, and fungus kingdoms. Sort common living things into plant and animal kingdoms. Recognize that plants need water, light, and air to grow. Explain the reasons for changes in how organisms are classified. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Recognize that animals produce offspring. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Organisms are classified based on their evolutionary history. Classify living organisms into their kingdoms. Match organisms to the animal, plant, and fungus kingdoms. Sort common living things into plant and animal kingdoms. Recognize that plants need water, light, and air to grow. Spanish Workbook: Finding Order in Diversity Editable Presentation: Finding Order in Biodiversity Synthesize Interactive Video: Discovering New Species Curriculum Standards: Explain the reasons for changes in how organisms are classified. Explain the reasons for changes in how organisms are classified. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Recognize that animals produce offspring. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Organisms are classified based on their evolutionary history. Classify living organisms into their kingdoms. Match organisms to the animal, plant, and fungus kingdoms. Sort common living things into plant and animal kingdoms. Recognize that plants need water, light, and air to grow. Explain the reasons for changes in how organisms are classified. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Recognize that animals produce offspring. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Organisms are classified based on their evolutionary history. Classify living organisms into their kingdoms. Match organisms to the animal, plant, and fungus kingdoms. Sort common living things into plant and animal kingdoms. Recognize that plants need water, light, and air to grow. Demonstrate eText: Lesson Review: Finding Order in Biodiversity Curriculum Standards: Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Explain the reasons for changes in how organisms are classified. Explain the reasons for changes in how organisms are classified. Classify living organisms into their kingdoms. Match organisms to the animal, plant, and fungus kingdoms. Sort common living things into plant and animal kingdoms. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Explain the reasons for changes in how organisms are classified. Classify living organisms into their kingdoms. Match organisms to the animal, plant, and fungus kingdoms. Sort common living things into plant and animal kingdoms. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Quiz Review: Finding Order in Biodiversity Curriculum Standards: Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Explain the reasons for changes in how organisms are classified. Explain the reasons for changes in how organisms are classified. Classify living organisms into their kingdoms. Match organisms to the animal, plant, and fungus kingdoms. Sort common living things into plant and animal kingdoms. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Explain the reasons for changes in how organisms are classified. Classify living organisms into their kingdoms. Match organisms to the animal, plant, and fungus kingdoms. Sort common living things into plant and animal kingdoms. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Editable Quiz: Finding Order in Biodiversity Curriculum Standards: Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Explain the reasons for changes in how organisms are classified. Explain the reasons for changes in how organisms are classified. Classify living organisms into their kingdoms. Match organisms to the animal, plant, and fungus kingdoms. Sort common living things into plant and animal kingdoms. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Explain the reasons for changes in how organisms are classified. Classify living organisms into their kingdoms. Match organisms to the animal, plant, and fungus kingdoms. Sort common living things into plant and animal kingdoms. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Quiz: Finding Order in Biodiversity Curriculum Standards: Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Explain the reasons for changes in how organisms are classified. Explain the reasons for changes in how organisms are classified. Classify living organisms into their kingdoms. Match organisms to the animal, plant, and fungus kingdoms. Sort common living things into plant and animal kingdoms. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Explain the reasons for changes in how organisms are classified. Classify living organisms into their kingdoms. Match organisms to the animal, plant, and fungus kingdoms. Sort common living things into plant and animal kingdoms. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Lesson 2: Modern Evolutionary Classification Connect Class Discussion: One Big Family Curriculum Standards: Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Organisms are classified based on their evolutionary history. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Organisms are classified based on their evolutionary history. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Investigate eText: Modern Evolutionary Classification Curriculum Standards: Explain the reasons for changes in how organisms are classified. Explain the reasons for changes in how organisms are classified. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Organisms are classified based on their evolutionary history. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Explain the reasons for changes in how organisms are classified. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Organisms are classified based on their evolutionary history. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Interactivity: Cladograms Curriculum Standards: Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Organisms are classified based on their evolutionary history. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Organisms are classified based on their evolutionary history. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Spanish Workbook: Modern Evolutionary Classification Spanish Workbook: Building the Tree of Life Editable Presentation: Modern Evolutionary Classification Synthesize Science Skills Activity: Shark Classification Curriculum Standards: Explain the reasons for changes in how organisms are classified. Explain the reasons for changes in how organisms are classified. Organisms are classified based on their evolutionary history. Explain the reasons for changes in how organisms are classified. Organisms are classified based on their evolutionary history. Science Skills Worksheet: Shark Classification Curriculum Standards: Explain the reasons for changes in how organisms are classified. Explain the reasons for changes in how organisms are classified. Organisms are classified based on their evolutionary history. Explain the reasons for changes in how organisms are classified. Organisms are classified based on their evolutionary history. Argument-Based Inquiry Lab: Construct a Cladogram Curriculum Standards: Evaluate scientific data collected from analysis of molecular sequences, fossil records, biogeography, and embryology. Identify chronological patterns of change and communicate that biological evolution is supported by multiple lines of empirical evidence that identify similarities inherited from a common ancestor (homologies). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. Genetic information provides evidence of evolution. DNA sequences vary among species, but there are many overlaps; in fact, the ongoing branching that produces multiple lines of descent can be inferred by comparing the DNA sequences of different organisms. Such information is also derivable from the similarities and differences in amino acid sequences and from anatomical and embryological evidence. (HS-LS4-1) Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain how and why the genetic code is universal and is common to almost all organisms. Explain how and why the genetic code is universal and is common to almost all organisms. Apply scientific reasoning to link evidence to the claims to assess the extent to which the reasoning and data support the explanation or conclusion. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Science. English language learners communicate for social and instructional purposes within the school setting. Obtain, evaluate, and communicate information on how molecular biotechnology may be used in a variety of fields. Communicate scientific and technical information or ideas (e.g. about phenomena and/or the process of development and the design and performance of a proposed system) in multiple formats. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Science. English language learners communicate for social and instructional purposes within the school setting. The scientific theory of evolution is supported by multiple forms of scientific evidence. Identify that prehistoric plants and animals changed over time (evolved) or became extinct. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain how and why the genetic code is universal and is common to almost all organisms. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Science. English language learners communicate for social and instructional purposes within the school setting. The scientific theory of evolution is supported by multiple forms of scientific evidence. Identify that prehistoric plants and animals changed over time (evolved) or became extinct. Foundations Argument-Based Inquiry Lab: Construct a Cladogram Curriculum Standards: Explain the reasons for changes in how organisms are classified. Explain the reasons for changes in how organisms are classified. Organisms are classified based on their evolutionary history. Explain the reasons for changes in how organisms are classified. Organisms are classified based on their evolutionary history. Demonstrate eText: Lesson Review: Modern Evolutionary Classification Curriculum Standards: Explain the reasons for changes in how organisms are classified. Explain the reasons for changes in how organisms are classified. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Organisms are classified based on their evolutionary history. Explain the reasons for changes in how organisms are classified. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Organisms are classified based on their evolutionary history. Quiz Review: Modern Evolutionary Classification Curriculum Standards: Explain the reasons for changes in how organisms are classified. Explain the reasons for changes in how organisms are classified. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Organisms are classified based on their evolutionary history. Explain the reasons for changes in how organisms are classified. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Organisms are classified based on their evolutionary history. Editable Quiz: Modern Evolutionary Classification Curriculum Standards: Explain the reasons for changes in how organisms are classified. Explain the reasons for changes in how organisms are classified. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Organisms are classified based on their evolutionary history. Explain the reasons for changes in how organisms are classified. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Organisms are classified based on their evolutionary history. Quiz: Modern Evolutionary Classification Curriculum Standards: Explain the reasons for changes in how organisms are classified. Explain the reasons for changes in how organisms are classified. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Organisms are classified based on their evolutionary history. Explain the reasons for changes in how organisms are classified. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Organisms are classified based on their evolutionary history. Chapter Close: Biodiversity and Classification eText: Case Study Wrap-Up: It's a Duck! No, It's a Beaver! No, It's a Platypus! Curriculum Standards: Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Organisms are classified based on their evolutionary history. Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words. Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words. Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Organisms are classified based on their evolutionary history. Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Career Video: Taxonomist eText: Chapter 19 Study Guide Curriculum Standards: Explain the reasons for changes in how organisms are classified. Explain the reasons for changes in how organisms are classified. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Organisms are classified based on their evolutionary history. Classify living organisms into their kingdoms. Match organisms to the animal, plant, and fungus kingdoms. Sort common living things into plant and animal kingdoms. Explain the reasons for changes in how organisms are classified. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Organisms are classified based on their evolutionary history. Classify living organisms into their kingdoms. Match organisms to the animal, plant, and fungus kingdoms. Sort common living things into plant and animal kingdoms. eText: Performance-Based Assessment: Build a Cladogram Curriculum Standards: Explain the reasons for changes in how organisms are classified. Explain the reasons for changes in how organisms are classified. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Organisms are classified based on their evolutionary history. Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words. Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Explain the reasons for changes in how organisms are classified. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Organisms are classified based on their evolutionary history. Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. eText: Chapter 19 Assessment Curriculum Standards: Explain the reasons for changes in how organisms are classified. Explain the reasons for changes in how organisms are classified. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Organisms are classified based on their evolutionary history. Classify living organisms into their kingdoms. Match organisms to the animal, plant, and fungus kingdoms. Sort common living things into plant and animal kingdoms. a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. Explain the reasons for changes in how organisms are classified. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Organisms are classified based on their evolutionary history. Classify living organisms into their kingdoms. Match organisms to the animal, plant, and fungus kingdoms. Sort common living things into plant and animal kingdoms. a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. Test Review: Biodiversity and Classification Curriculum Standards: Explain the reasons for changes in how organisms are classified. Explain the reasons for changes in how organisms are classified. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Organisms are classified based on their evolutionary history. Classify living organisms into their kingdoms. Match organisms to the animal, plant, and fungus kingdoms. Sort common living things into plant and animal kingdoms. Explain the reasons for changes in how organisms are classified. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Organisms are classified based on their evolutionary history. Classify living organisms into their kingdoms. Match organisms to the animal, plant, and fungus kingdoms. Sort common living things into plant and animal kingdoms. Editable Test: Biodiversity and Classification Curriculum Standards: Explain the reasons for changes in how organisms are classified. Explain the reasons for changes in how organisms are classified. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Organisms are classified based on their evolutionary history. Classify living organisms into their kingdoms. Match organisms to the animal, plant, and fungus kingdoms. Sort common living things into plant and animal kingdoms. Explain the reasons for changes in how organisms are classified. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Organisms are classified based on their evolutionary history. Classify living organisms into their kingdoms. Match organisms to the animal, plant, and fungus kingdoms. Sort common living things into plant and animal kingdoms. Test: Biodiversity and Classification Curriculum Standards: Explain the reasons for changes in how organisms are classified. Explain the reasons for changes in how organisms are classified. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Organisms are classified based on their evolutionary history. Classify living organisms into their kingdoms. Match organisms to the animal, plant, and fungus kingdoms. Sort common living things into plant and animal kingdoms. Explain the reasons for changes in how organisms are classified. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Organisms are classified based on their evolutionary history. Classify living organisms into their kingdoms. Match organisms to the animal, plant, and fungus kingdoms. Sort common living things into plant and animal kingdoms. eText: FL End-of-Course Test Practice: Biodiversity and Classification Curriculum Standards: Explain the reasons for changes in how organisms are classified. Explain the reasons for changes in how organisms are classified. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Evaluate scientific data collected from analysis of molecular sequences, fossil records, biogeography, and embryology. Identify chronological patterns of change and communicate that biological evolution is supported by multiple lines of empirical evidence that identify similarities inherited from a common ancestor (homologies). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. Genetic information provides evidence of evolution. DNA sequences vary among species, but there are many overlaps; in fact, the ongoing branching that produces multiple lines of descent can be inferred by comparing the DNA sequences of different organisms. Such information is also derivable from the similarities and differences in amino acid sequences and from anatomical and embryological evidence. (HS-LS4-1) Organisms are classified based on their evolutionary history. The scientific theory of evolution is supported by multiple forms of scientific evidence. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Explain the reasons for changes in how organisms are classified. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Organisms are classified based on their evolutionary history. The scientific theory of evolution is supported by multiple forms of scientific evidence. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Editable FL EOC Test: Biodiversity and Classification Curriculum Standards: Explain the reasons for changes in how organisms are classified. Explain the reasons for changes in how organisms are classified. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Evaluate scientific data collected from analysis of molecular sequences, fossil records, biogeography, and embryology. Identify chronological patterns of change and communicate that biological evolution is supported by multiple lines of empirical evidence that identify similarities inherited from a common ancestor (homologies). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. Genetic information provides evidence of evolution. DNA sequences vary among species, but there are many overlaps; in fact, the ongoing branching that produces multiple lines of descent can be inferred by comparing the DNA sequences of different organisms. Such information is also derivable from the similarities and differences in amino acid sequences and from anatomical and embryological evidence. (HS-LS4-1) Organisms are classified based on their evolutionary history. The scientific theory of evolution is supported by multiple forms of scientific evidence. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Explain the reasons for changes in how organisms are classified. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Organisms are classified based on their evolutionary history. The scientific theory of evolution is supported by multiple forms of scientific evidence. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. FL End-of-Course Test Practice: Biodiversity and Classification Curriculum Standards: Explain the reasons for changes in how organisms are classified. Explain the reasons for changes in how organisms are classified. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Evaluate scientific data collected from analysis of molecular sequences, fossil records, biogeography, and embryology. Identify chronological patterns of change and communicate that biological evolution is supported by multiple lines of empirical evidence that identify similarities inherited from a common ancestor (homologies). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. Genetic information provides evidence of evolution. DNA sequences vary among species, but there are many overlaps; in fact, the ongoing branching that produces multiple lines of descent can be inferred by comparing the DNA sequences of different organisms. Such information is also derivable from the similarities and differences in amino acid sequences and from anatomical and embryological evidence. (HS-LS4-1) Organisms are classified based on their evolutionary history. The scientific theory of evolution is supported by multiple forms of scientific evidence. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Explain the reasons for changes in how organisms are classified. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Organisms are classified based on their evolutionary history. The scientific theory of evolution is supported by multiple forms of scientific evidence. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Enrichment: Biodiversity and Classification HHMI Enrichment Video: The Origin of Species: Lizards in an Evolutionary Tree - Part 1 HHMI Enrichment Video: The Origin of Species: Lizards in an Evolutionary Tree - Part 2 HHMI Enrichment Video: The Origin of Species: Lizards in an Evolutionary Tree - Part 3 HHMI Enrichment Video: Lizards in an Evolutionary Tree Student Quiz HHMI Enrichment Activity: Using DNA to Explore Lizard Phylogeny HHMI Enrichment Activity: Using DNA to Explore Lizard Phylog Cards (color) HHMI Enrichment Activity: Using DNA to Explore Lizard Phylog Cards (b/w) HHMI Enrichment Activity: Using DNA to Explore Anolis DNA Sequences HHMI Enrichment Activity: Using DNA to Explore Test Sequence File HHMI Enrichment Activity: Using DNA to Explore Sequence Alignment Intro Chapter 20: History of Life Chapter Opener: History of Life eText: History of Life Curriculum Standards: Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Evaluate scientific data collected from analysis of molecular sequences, fossil records, biogeography, and embryology. Identify chronological patterns of change and communicate that biological evolution is supported by multiple lines of empirical evidence that identify similarities inherited from a common ancestor (homologies). Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. Genetic information provides evidence of evolution. DNA sequences vary among species, but there are many overlaps; in fact, the ongoing branching that produces multiple lines of descent can be inferred by comparing the DNA sequences of different organisms. Such information is also derivable from the similarities and differences in amino acid sequences and from anatomical and embryological evidence. (HS-LS4-1) Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Describe the scientific explanations of the origin of life on Earth. Construct an argument based on evidence about the simultaneous coevolution of Earth's systems and life on Earth. The many dynamic and delicate feedbacks between the biosphere and other Earth systems cause a continual co-evolution of Earth's surface and the life that exists on it. (HSESS2- 7) Describe the scientific explanations of the origin of life on Earth. Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. (HS-LS4-3),(HS-LS4-4) Recognize that some living things produce very large numbers of offspring to ensure that enough survive to continue the species (a condition for natural selection). Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. Describe how mutation and genetic recombination increase genetic variation. Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. Describe how mutation and genetic recombination increase genetic variation. 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). The traits that positively affect survival are more likely to be reproduced, and thus are more common in the population. (HS-LS4-3) Natural selection occurs only if there is both (1) variation in the genetic information between organisms in a population and (2) variation in the expression of that genetic information—that is, trait variation—that leads to differences in performance among individuals. (HS-LS4-2),(HS-LS4-3) Analyze data using tools, technologies, and/or models in order to make valid and reliable scientific claims or determine an optimal design solution. Using a model that demonstrates the change in allele frequencies resulting in evolution of a population over many generations, identify causative agents of change. 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Recognize that some living things, such as fish and turtles, produce very large numbers of offspring because most will die as a result of dangers in the environment before they grow up. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Identify basic trends in hominid evolution from early ancestors six million years ago to modern humans, including brain size, jaw size, language, and manufacture of tools. Identify basic trends in hominid evolution from early ancestors six million years ago to modern humans, including brain size, jaw size, language, and manufacture of tools. Recognize ways that the appearance of humans, their language, and their tools have changed over time. Recognize that humans have changed in appearance over a very long period of time. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). 5. Plan investigations, (Design and evaluate a scientific investigation). Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data and refine the design accordingly. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. The scientific theory of evolution is supported by multiple forms of scientific evidence. 10. Communicate results of scientific investigations, and 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. Identify that there are scientific explanations of the origin of life on Earth. Recognize that there are scientific explanations of how life began. 11. Evaluate the merits of the explanations produced by others. 11. Evaluate the merits of the explanations produced by others. Determine the central ideas or conclusions of a text; trace the text???s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text. Determine the central ideas or conclusions of a text; trace the text's explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text. Evaluate evidence behind currently accepted explanations or solutions to determine the merits of arguments. Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. Construct an explanation based on valid and reliable evidence obtained from a variety of sources (including students' own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Identify that prehistoric plants and animals changed over time (evolved) or became extinct. Evaluate the validity and reliability of multiple claims, methods, and/or designs that appear in scientific and technical texts or media reports, verifying the data when possible. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Describe the scientific explanations of the origin of life on Earth. Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). Recognize that some living things produce very large numbers of offspring to ensure that enough survive to continue the species (a condition for natural selection). Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. Describe how mutation and genetic recombination increase genetic variation. 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Recognize that some living things, such as fish and turtles, produce very large numbers of offspring because most will die as a result of dangers in the environment before they grow up. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Identify basic trends in hominid evolution from early ancestors six million years ago to modern humans, including brain size, jaw size, language, and manufacture of tools. Recognize ways that the appearance of humans, their language, and their tools have changed over time. Recognize that humans have changed in appearance over a very long period of time. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. The scientific theory of evolution is supported by multiple forms of scientific evidence. 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. Identify that there are scientific explanations of the origin of life on Earth. Recognize that there are scientific explanations of how life began. 11. Evaluate the merits of the explanations produced by others. Determine the central ideas or conclusions of a text; trace the text_?_s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Identify that prehistoric plants and animals changed over time (evolved) or became extinct. Biology Foundations: History of Life Curriculum Standards: Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Evaluate scientific data collected from analysis of molecular sequences, fossil records, biogeography, and embryology. Identify chronological patterns of change and communicate that biological evolution is supported by multiple lines of empirical evidence that identify similarities inherited from a common ancestor (homologies). Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. Genetic information provides evidence of evolution. DNA sequences vary among species, but there are many overlaps; in fact, the ongoing branching that produces multiple lines of descent can be inferred by comparing the DNA sequences of different organisms. Such information is also derivable from the similarities and differences in amino acid sequences and from anatomical and embryological evidence. (HS-LS4-1) Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Describe the scientific explanations of the origin of life on Earth. Construct an argument based on evidence about the simultaneous coevolution of Earth's systems and life on Earth. The many dynamic and delicate feedbacks between the biosphere and other Earth systems cause a continual co-evolution of Earth's surface and the life that exists on it. (HSESS2- 7) Describe the scientific explanations of the origin of life on Earth. Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. (HS-LS4-3),(HS-LS4-4) Recognize that some living things produce very large numbers of offspring to ensure that enough survive to continue the species (a condition for natural selection). Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. Describe how mutation and genetic recombination increase genetic variation. Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. Describe how mutation and genetic recombination increase genetic variation. 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). The traits that positively affect survival are more likely to be reproduced, and thus are more common in the population. (HS-LS4-3) Natural selection occurs only if there is both (1) variation in the genetic information between organisms in a population and (2) variation in the expression of that genetic information—that is, trait variation—that leads to differences in performance among individuals. (HS-LS4-2),(HS-LS4-3) Analyze data using tools, technologies, and/or models in order to make valid and reliable scientific claims or determine an optimal design solution. Using a model that demonstrates the change in allele frequencies resulting in evolution of a population over many generations, identify causative agents of change. 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Recognize that some living things, such as fish and turtles, produce very large numbers of offspring because most will die as a result of dangers in the environment before they grow up. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Identify basic trends in hominid evolution from early ancestors six million years ago to modern humans, including brain size, jaw size, language, and manufacture of tools. Identify basic trends in hominid evolution from early ancestors six million years ago to modern humans, including brain size, jaw size, language, and manufacture of tools. Recognize ways that the appearance of humans, their language, and their tools have changed over time. Recognize that humans have changed in appearance over a very long period of time. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). 5. Plan investigations, (Design and evaluate a scientific investigation). Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data and refine the design accordingly. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. The scientific theory of evolution is supported by multiple forms of scientific evidence. 10. Communicate results of scientific investigations, and 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. Identify that there are scientific explanations of the origin of life on Earth. Recognize that there are scientific explanations of how life began. 11. Evaluate the merits of the explanations produced by others. 11. Evaluate the merits of the explanations produced by others. Determine the central ideas or conclusions of a text; trace the text???s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text. Determine the central ideas or conclusions of a text; trace the text's explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text. Evaluate evidence behind currently accepted explanations or solutions to determine the merits of arguments. Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. Match fossils to related species. Construct an explanation based on valid and reliable evidence obtained from a variety of sources (including students' own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Identify that prehistoric plants and animals changed over time (evolved) or became extinct. Evaluate the validity and reliability of multiple claims, methods, and/or designs that appear in scientific and technical texts or media reports, verifying the data when possible. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Describe the scientific explanations of the origin of life on Earth. Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). Recognize that some living things produce very large numbers of offspring to ensure that enough survive to continue the species (a condition for natural selection). Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. Describe how mutation and genetic recombination increase genetic variation. 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Recognize that some living things, such as fish and turtles, produce very large numbers of offspring because most will die as a result of dangers in the environment before they grow up. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Identify basic trends in hominid evolution from early ancestors six million years ago to modern humans, including brain size, jaw size, language, and manufacture of tools. Recognize ways that the appearance of humans, their language, and their tools have changed over time. Recognize that humans have changed in appearance over a very long period of time. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. The scientific theory of evolution is supported by multiple forms of scientific evidence. 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. Identify that there are scientific explanations of the origin of life on Earth. Recognize that there are scientific explanations of how life began. 11. Evaluate the merits of the explanations produced by others. Determine the central ideas or conclusions of a text; trace the text_?_s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text. Match fossils to related species. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Identify that prehistoric plants and animals changed over time (evolved) or became extinct. Lesson 1: The Fossil Record Connect Video: Building a Dinosaur 101 Curriculum Standards: Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Evaluate scientific data collected from analysis of molecular sequences, fossil records, biogeography, and embryology. Identify chronological patterns of change and communicate that biological evolution is supported by multiple lines of empirical evidence that identify similarities inherited from a common ancestor (homologies). Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. Genetic information provides evidence of evolution. DNA sequences vary among species, but there are many overlaps; in fact, the ongoing branching that produces multiple lines of descent can be inferred by comparing the DNA sequences of different organisms. Such information is also derivable from the similarities and differences in amino acid sequences and from anatomical and embryological evidence. (HS-LS4-1) Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Identify basic trends in hominid evolution from early ancestors six million years ago to modern humans, including brain size, jaw size, language, and manufacture of tools. Identify basic trends in hominid evolution from early ancestors six million years ago to modern humans, including brain size, jaw size, language, and manufacture of tools. Recognize ways that the appearance of humans, their language, and their tools have changed over time. Recognize that humans have changed in appearance over a very long period of time. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, The scientific theory of evolution is supported by multiple forms of scientific evidence. Identify that prehistoric plants and animals changed over time (evolved) or became extinct. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Identify basic trends in hominid evolution from early ancestors six million years ago to modern humans, including brain size, jaw size, language, and manufacture of tools. Recognize ways that the appearance of humans, their language, and their tools have changed over time. Recognize that humans have changed in appearance over a very long period of time. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, The scientific theory of evolution is supported by multiple forms of scientific evidence. Identify that prehistoric plants and animals changed over time (evolved) or became extinct. Investigate eText: The Fossil Record Curriculum Standards: Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Evaluate scientific data collected from analysis of molecular sequences, fossil records, biogeography, and embryology. Identify chronological patterns of change and communicate that biological evolution is supported by multiple lines of empirical evidence that identify similarities inherited from a common ancestor (homologies). Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. Genetic information provides evidence of evolution. DNA sequences vary among species, but there are many overlaps; in fact, the ongoing branching that produces multiple lines of descent can be inferred by comparing the DNA sequences of different organisms. Such information is also derivable from the similarities and differences in amino acid sequences and from anatomical and embryological evidence. (HS-LS4-1) Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Identify basic trends in hominid evolution from early ancestors six million years ago to modern humans, including brain size, jaw size, language, and manufacture of tools. Identify basic trends in hominid evolution from early ancestors six million years ago to modern humans, including brain size, jaw size, language, and manufacture of tools. Recognize ways that the appearance of humans, their language, and their tools have changed over time. Recognize that humans have changed in appearance over a very long period of time. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, The scientific theory of evolution is supported by multiple forms of scientific evidence. Match fossils to related species. Identify that prehistoric plants and animals changed over time (evolved) or became extinct. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Identify basic trends in hominid evolution from early ancestors six million years ago to modern humans, including brain size, jaw size, language, and manufacture of tools. Recognize ways that the appearance of humans, their language, and their tools have changed over time. Recognize that humans have changed in appearance over a very long period of time. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, The scientific theory of evolution is supported by multiple forms of scientific evidence. Match fossils to related species. Identify that prehistoric plants and animals changed over time (evolved) or became extinct. Quick Lab: How Can You Model Half-Life? Curriculum Standards: 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). Analyze data using tools, technologies, and/or models in order to make valid and reliable scientific claims or determine an optimal design solution. 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). 5. Plan investigations, (Design and evaluate a scientific investigation). Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data and refine the design accordingly. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 10. Communicate results of scientific investigations, and 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. 11. Evaluate the merits of the explanations produced by others. 11. Evaluate the merits of the explanations produced by others. Evaluate evidence behind currently accepted explanations or solutions to determine the merits of arguments. Construct an explanation based on valid and reliable evidence obtained from a variety of sources (including students' own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Evaluate the validity and reliability of multiple claims, methods, and/or designs that appear in scientific and technical texts or media reports, verifying the data when possible. 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. 11. Evaluate the merits of the explanations produced by others. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Interactivity: The Fossil Record Curriculum Standards: Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Evaluate scientific data collected from analysis of molecular sequences, fossil records, biogeography, and embryology. Identify chronological patterns of change and communicate that biological evolution is supported by multiple lines of empirical evidence that identify similarities inherited from a common ancestor (homologies). Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. Genetic information provides evidence of evolution. DNA sequences vary among species, but there are many overlaps; in fact, the ongoing branching that produces multiple lines of descent can be inferred by comparing the DNA sequences of different organisms. Such information is also derivable from the similarities and differences in amino acid sequences and from anatomical and embryological evidence. (HS-LS4-1) Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Identify basic trends in hominid evolution from early ancestors six million years ago to modern humans, including brain size, jaw size, language, and manufacture of tools. Identify basic trends in hominid evolution from early ancestors six million years ago to modern humans, including brain size, jaw size, language, and manufacture of tools. Recognize ways that the appearance of humans, their language, and their tools have changed over time. Recognize that humans have changed in appearance over a very long period of time. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, The scientific theory of evolution is supported by multiple forms of scientific evidence. Identify that prehistoric plants and animals changed over time (evolved) or became extinct. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Identify basic trends in hominid evolution from early ancestors six million years ago to modern humans, including brain size, jaw size, language, and manufacture of tools. Recognize ways that the appearance of humans, their language, and their tools have changed over time. Recognize that humans have changed in appearance over a very long period of time. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, The scientific theory of evolution is supported by multiple forms of scientific evidence. Identify that prehistoric plants and animals changed over time (evolved) or became extinct. Spanish Workbook: The Fossil Record Editable Presentation: The Fossil Record Synthesize PBL Science Skills Activity: Radiometric Dating Curriculum Standards: Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Evaluate scientific data collected from analysis of molecular sequences, fossil records, biogeography, and embryology. Identify chronological patterns of change and communicate that biological evolution is supported by multiple lines of empirical evidence that identify similarities inherited from a common ancestor (homologies). Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. Genetic information provides evidence of evolution. DNA sequences vary among species, but there are many overlaps; in fact, the ongoing branching that produces multiple lines of descent can be inferred by comparing the DNA sequences of different organisms. Such information is also derivable from the similarities and differences in amino acid sequences and from anatomical and embryological evidence. (HS-LS4-1) Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Identify basic trends in hominid evolution from early ancestors six million years ago to modern humans, including brain size, jaw size, language, and manufacture of tools. Identify basic trends in hominid evolution from early ancestors six million years ago to modern humans, including brain size, jaw size, language, and manufacture of tools. Recognize ways that the appearance of humans, their language, and their tools have changed over time. Recognize that humans have changed in appearance over a very long period of time. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, The scientific theory of evolution is supported by multiple forms of scientific evidence. Identify that prehistoric plants and animals changed over time (evolved) or became extinct. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Identify basic trends in hominid evolution from early ancestors six million years ago to modern humans, including brain size, jaw size, language, and manufacture of tools. Recognize ways that the appearance of humans, their language, and their tools have changed over time. Recognize that humans have changed in appearance over a very long period of time. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, The scientific theory of evolution is supported by multiple forms of scientific evidence. Identify that prehistoric plants and animals changed over time (evolved) or became extinct. PBL Science Skills Worksheet: Radiometric Dating Curriculum Standards: Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Evaluate scientific data collected from analysis of molecular sequences, fossil records, biogeography, and embryology. Identify chronological patterns of change and communicate that biological evolution is supported by multiple lines of empirical evidence that identify similarities inherited from a common ancestor (homologies). Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. Genetic information provides evidence of evolution. DNA sequences vary among species, but there are many overlaps; in fact, the ongoing branching that produces multiple lines of descent can be inferred by comparing the DNA sequences of different organisms. Such information is also derivable from the similarities and differences in amino acid sequences and from anatomical and embryological evidence. (HS-LS4-1) Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Identify basic trends in hominid evolution from early ancestors six million years ago to modern humans, including brain size, jaw size, language, and manufacture of tools. Identify basic trends in hominid evolution from early ancestors six million years ago to modern humans, including brain size, jaw size, language, and manufacture of tools. Recognize ways that the appearance of humans, their language, and their tools have changed over time. Recognize that humans have changed in appearance over a very long period of time. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, The scientific theory of evolution is supported by multiple forms of scientific evidence. Identify that prehistoric plants and animals changed over time (evolved) or became extinct. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Identify basic trends in hominid evolution from early ancestors six million years ago to modern humans, including brain size, jaw size, language, and manufacture of tools. Recognize ways that the appearance of humans, their language, and their tools have changed over time. Recognize that humans have changed in appearance over a very long period of time. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, The scientific theory of evolution is supported by multiple forms of scientific evidence. Identify that prehistoric plants and animals changed over time (evolved) or became extinct. PBL STEM Project: Design and Build a Model of Your Local Fossil Curriculum Standards: Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Evaluate scientific data collected from analysis of molecular sequences, fossil records, biogeography, and embryology. Identify chronological patterns of change and communicate that biological evolution is supported by multiple lines of empirical evidence that identify similarities inherited from a common ancestor (homologies). Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. Genetic information provides evidence of evolution. DNA sequences vary among species, but there are many overlaps; in fact, the ongoing branching that produces multiple lines of descent can be inferred by comparing the DNA sequences of different organisms. Such information is also derivable from the similarities and differences in amino acid sequences and from anatomical and embryological evidence. (HS-LS4-1) Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Identify basic trends in hominid evolution from early ancestors six million years ago to modern humans, including brain size, jaw size, language, and manufacture of tools. Identify basic trends in hominid evolution from early ancestors six million years ago to modern humans, including brain size, jaw size, language, and manufacture of tools. Recognize ways that the appearance of humans, their language, and their tools have changed over time. Recognize that humans have changed in appearance over a very long period of time. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, The scientific theory of evolution is supported by multiple forms of scientific evidence. Identify that prehistoric plants and animals changed over time (evolved) or became extinct. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Identify basic trends in hominid evolution from early ancestors six million years ago to modern humans, including brain size, jaw size, language, and manufacture of tools. Recognize ways that the appearance of humans, their language, and their tools have changed over time. Recognize that humans have changed in appearance over a very long period of time. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, The scientific theory of evolution is supported by multiple forms of scientific evidence. Identify that prehistoric plants and animals changed over time (evolved) or became extinct. Demonstrate eText: Lesson Review: The Fossil Record Curriculum Standards: Evaluate scientific data collected from analysis of molecular sequences, fossil records, biogeography, and embryology. Identify chronological patterns of change and communicate that biological evolution is supported by multiple lines of empirical evidence that identify similarities inherited from a common ancestor (homologies). Apply scientific reasoning and evidence from ancient Earth materials, meteorites, and other planetary surfaces to construct an account of Earth's formation and early history. Although active geologic processes, such as plate tectonics and erosion, have destroyed or altered most of the very early rock record on Earth, other objects in the solar system, such as lunar rocks, asteroids, and meteorites, have changed little over billions of years. Studying these objects can provide information about Earth's formation and early history. (HS-ESS1-6) Evaluate evidence of the past and current movements of continental and oceanic crust and the theory of plate tectonics to explain the ages of crustal rocks. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Identify that prehistoric plants and animals changed over time (evolved) or became extinct. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Identify that prehistoric plants and animals changed over time (evolved) or became extinct. Quiz Review: The Fossil Record Curriculum Standards: Evaluate scientific data collected from analysis of molecular sequences, fossil records, biogeography, and embryology. Identify chronological patterns of change and communicate that biological evolution is supported by multiple lines of empirical evidence that identify similarities inherited from a common ancestor (homologies). Apply scientific reasoning and evidence from ancient Earth materials, meteorites, and other planetary surfaces to construct an account of Earth's formation and early history. Although active geologic processes, such as plate tectonics and erosion, have destroyed or altered most of the very early rock record on Earth, other objects in the solar system, such as lunar rocks, asteroids, and meteorites, have changed little over billions of years. Studying these objects can provide information about Earth's formation and early history. (HS-ESS1-6) Evaluate evidence of the past and current movements of continental and oceanic crust and the theory of plate tectonics to explain the ages of crustal rocks. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Identify that prehistoric plants and animals changed over time (evolved) or became extinct. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Identify that prehistoric plants and animals changed over time (evolved) or became extinct. Editable Quiz: The Fossil Record Curriculum Standards: Evaluate scientific data collected from analysis of molecular sequences, fossil records, biogeography, and embryology. Identify chronological patterns of change and communicate that biological evolution is supported by multiple lines of empirical evidence that identify similarities inherited from a common ancestor (homologies). Apply scientific reasoning and evidence from ancient Earth materials, meteorites, and other planetary surfaces to construct an account of Earth's formation and early history. Although active geologic processes, such as plate tectonics and erosion, have destroyed or altered most of the very early rock record on Earth, other objects in the solar system, such as lunar rocks, asteroids, and meteorites, have changed little over billions of years. Studying these objects can provide information about Earth's formation and early history. (HS-ESS1-6) Evaluate evidence of the past and current movements of continental and oceanic crust and the theory of plate tectonics to explain the ages of crustal rocks. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Identify that prehistoric plants and animals changed over time (evolved) or became extinct. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Identify that prehistoric plants and animals changed over time (evolved) or became extinct. Quiz: The Fossil Record Curriculum Standards: Evaluate scientific data collected from analysis of molecular sequences, fossil records, biogeography, and embryology. Identify chronological patterns of change and communicate that biological evolution is supported by multiple lines of empirical evidence that identify similarities inherited from a common ancestor (homologies). Apply scientific reasoning and evidence from ancient Earth materials, meteorites, and other planetary surfaces to construct an account of Earth's formation and early history. Although active geologic processes, such as plate tectonics and erosion, have destroyed or altered most of the very early rock record on Earth, other objects in the solar system, such as lunar rocks, asteroids, and meteorites, have changed little over billions of years. Studying these objects can provide information about Earth's formation and early history. (HS-ESS1-6) Evaluate evidence of the past and current movements of continental and oceanic crust and the theory of plate tectonics to explain the ages of crustal rocks. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Identify that prehistoric plants and animals changed over time (evolved) or became extinct. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Identify that prehistoric plants and animals changed over time (evolved) or became extinct. Lesson 2: Evolutionary Patterns and Processes Connect Class Discussion: Mystery Detective Investigate eText: Evolutionary Patterns and Processes Curriculum Standards: Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Evaluate scientific data collected from analysis of molecular sequences, fossil records, biogeography, and embryology. Identify chronological patterns of change and communicate that biological evolution is supported by multiple lines of empirical evidence that identify similarities inherited from a common ancestor (homologies). Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. Genetic information provides evidence of evolution. DNA sequences vary among species, but there are many overlaps; in fact, the ongoing branching that produces multiple lines of descent can be inferred by comparing the DNA sequences of different organisms. Such information is also derivable from the similarities and differences in amino acid sequences and from anatomical and embryological evidence. (HS-LS4-1) Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. (HS-LS4-3),(HS-LS4-4) Recognize that some living things produce very large numbers of offspring to ensure that enough survive to continue the species (a condition for natural selection). Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. Describe how mutation and genetic recombination increase genetic variation. Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. Describe how mutation and genetic recombination increase genetic variation. The traits that positively affect survival are more likely to be reproduced, and thus are more common in the population. (HS-LS4-3) Natural selection occurs only if there is both (1) variation in the genetic information between organisms in a population and (2) variation in the expression of that genetic information—that is, trait variation—that leads to differences in performance among individuals. (HS-LS4-2),(HS-LS4-3) Using a model that demonstrates the change in allele frequencies resulting in evolution of a population over many generations, identify causative agents of change. Recognize that some living things, such as fish and turtles, produce very large numbers of offspring because most will die as a result of dangers in the environment before they grow up. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Identify basic trends in hominid evolution from early ancestors six million years ago to modern humans, including brain size, jaw size, language, and manufacture of tools. Identify basic trends in hominid evolution from early ancestors six million years ago to modern humans, including brain size, jaw size, language, and manufacture of tools. Recognize ways that the appearance of humans, their language, and their tools have changed over time. Recognize that humans have changed in appearance over a very long period of time. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, The scientific theory of evolution is supported by multiple forms of scientific evidence. Identify that prehistoric plants and animals changed over time (evolved) or became extinct. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Recognize that some living things produce very large numbers of offspring to ensure that enough survive to continue the species (a condition for natural selection). Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. Describe how mutation and genetic recombination increase genetic variation. Recognize that some living things, such as fish and turtles, produce very large numbers of offspring because most will die as a result of dangers in the environment before they grow up. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Identify basic trends in hominid evolution from early ancestors six million years ago to modern humans, including brain size, jaw size, language, and manufacture of tools. Recognize ways that the appearance of humans, their language, and their tools have changed over time. Recognize that humans have changed in appearance over a very long period of time. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, The scientific theory of evolution is supported by multiple forms of scientific evidence. Identify that prehistoric plants and animals changed over time (evolved) or became extinct. Analyzing Data: Extinctions Through Time Curriculum Standards: Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Evaluate scientific data collected from analysis of molecular sequences, fossil records, biogeography, and embryology. Identify chronological patterns of change and communicate that biological evolution is supported by multiple lines of empirical evidence that identify similarities inherited from a common ancestor (homologies). Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. Genetic information provides evidence of evolution. DNA sequences vary among species, but there are many overlaps; in fact, the ongoing branching that produces multiple lines of descent can be inferred by comparing the DNA sequences of different organisms. Such information is also derivable from the similarities and differences in amino acid sequences and from anatomical and embryological evidence. (HS-LS4-1) Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). Analyze data using tools, technologies, and/or models in order to make valid and reliable scientific claims or determine an optimal design solution. 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Identify basic trends in hominid evolution from early ancestors six million years ago to modern humans, including brain size, jaw size, language, and manufacture of tools. Identify basic trends in hominid evolution from early ancestors six million years ago to modern humans, including brain size, jaw size, language, and manufacture of tools. Recognize ways that the appearance of humans, their language, and their tools have changed over time. Recognize that humans have changed in appearance over a very long period of time. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). 5. Plan investigations, (Design and evaluate a scientific investigation). Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data and refine the design accordingly. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. The scientific theory of evolution is supported by multiple forms of scientific evidence. 10. Communicate results of scientific investigations, and 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. 11. Evaluate the merits of the explanations produced by others. 11. Evaluate the merits of the explanations produced by others. Evaluate evidence behind currently accepted explanations or solutions to determine the merits of arguments. Construct an explanation based on valid and reliable evidence obtained from a variety of sources (including students' own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Identify that prehistoric plants and animals changed over time (evolved) or became extinct. Evaluate the validity and reliability of multiple claims, methods, and/or designs that appear in scientific and technical texts or media reports, verifying the data when possible. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Identify basic trends in hominid evolution from early ancestors six million years ago to modern humans, including brain size, jaw size, language, and manufacture of tools. Recognize ways that the appearance of humans, their language, and their tools have changed over time. Recognize that humans have changed in appearance over a very long period of time. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. The scientific theory of evolution is supported by multiple forms of scientific evidence. 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. 11. Evaluate the merits of the explanations produced by others. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Identify that prehistoric plants and animals changed over time (evolved) or became extinct. Interactivity: Evolutionary Processes Curriculum Standards: Describe the scientific explanations of the origin of life on Earth. Construct an argument based on evidence about the simultaneous coevolution of Earth's systems and life on Earth. The many dynamic and delicate feedbacks between the biosphere and other Earth systems cause a continual co-evolution of Earth's surface and the life that exists on it. (HSESS2- 7) Describe the scientific explanations of the origin of life on Earth. Identify that there are scientific explanations of the origin of life on Earth. Recognize that there are scientific explanations of how life began. Describe the scientific explanations of the origin of life on Earth. Identify that there are scientific explanations of the origin of life on Earth. Recognize that there are scientific explanations of how life began. Spanish Workbook: Patterns and Processes of Evolution Editable Presentation: Evolutionary Patterns and Processes Synthesize Science Skills Activity: Identifying Evolutionary Relationships Curriculum Standards: Describe the scientific explanations of the origin of life on Earth. Construct an argument based on evidence about the simultaneous coevolution of Earth's systems and life on Earth. The many dynamic and delicate feedbacks between the biosphere and other Earth systems cause a continual co-evolution of Earth's surface and the life that exists on it. (HSESS2- 7) Describe the scientific explanations of the origin of life on Earth. Identify that there are scientific explanations of the origin of life on Earth. Recognize that there are scientific explanations of how life began. Describe the scientific explanations of the origin of life on Earth. Identify that there are scientific explanations of the origin of life on Earth. Recognize that there are scientific explanations of how life began. Science Skills Worksheet: Identifying Evolutionary Relationships Curriculum Standards: Describe the scientific explanations of the origin of life on Earth. Construct an argument based on evidence about the simultaneous coevolution of Earth's systems and life on Earth. The many dynamic and delicate feedbacks between the biosphere and other Earth systems cause a continual co-evolution of Earth's surface and the life that exists on it. (HSESS2- 7) Describe the scientific explanations of the origin of life on Earth. Identify that there are scientific explanations of the origin of life on Earth. Recognize that there are scientific explanations of how life began. Describe the scientific explanations of the origin of life on Earth. Identify that there are scientific explanations of the origin of life on Earth. Recognize that there are scientific explanations of how life began. PBL Authentic Reading: Tiktaalik’s internal anatomy explains evolutionary shift from water to land Demonstrate eText: Lesson Review: Evolutionary Patterns and Processes Curriculum Standards: Using a model that demonstrates the change in allele frequencies resulting in evolution of a population over many generations, identify causative agents of change. Quiz Review: Evolutionary Patterns and Processes Curriculum Standards: Using a model that demonstrates the change in allele frequencies resulting in evolution of a population over many generations, identify causative agents of change. Editable Quiz: Evolutionary Patterns and Processes Curriculum Standards: Using a model that demonstrates the change in allele frequencies resulting in evolution of a population over many generations, identify causative agents of change. Quiz: Evolutionary Patterns and Processes Curriculum Standards: Using a model that demonstrates the change in allele frequencies resulting in evolution of a population over many generations, identify causative agents of change. Lesson 3: Earth's Early History Connect Video: A New Dinosaur Curriculum Standards: Evaluate scientific data collected from analysis of molecular sequences, fossil records, biogeography, and embryology. Identify chronological patterns of change and communicate that biological evolution is supported by multiple lines of empirical evidence that identify similarities inherited from a common ancestor (homologies). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. Genetic information provides evidence of evolution. DNA sequences vary among species, but there are many overlaps; in fact, the ongoing branching that produces multiple lines of descent can be inferred by comparing the DNA sequences of different organisms. Such information is also derivable from the similarities and differences in amino acid sequences and from anatomical and embryological evidence. (HS-LS4-1) Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain how and why the genetic code is universal and is common to almost all organisms. Explain how and why the genetic code is universal and is common to almost all organisms. Apply scientific reasoning to link evidence to the claims to assess the extent to which the reasoning and data support the explanation or conclusion. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Science. English language learners communicate for social and instructional purposes within the school setting. Obtain, evaluate, and communicate information on how molecular biotechnology may be used in a variety of fields. Communicate scientific and technical information or ideas (e.g. about phenomena and/or the process of development and the design and performance of a proposed system) in multiple formats. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Science. English language learners communicate for social and instructional purposes within the school setting. The scientific theory of evolution is supported by multiple forms of scientific evidence. Identify that prehistoric plants and animals changed over time (evolved) or became extinct. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain how and why the genetic code is universal and is common to almost all organisms. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Science. English language learners communicate for social and instructional purposes within the school setting. The scientific theory of evolution is supported by multiple forms of scientific evidence. Identify that prehistoric plants and animals changed over time (evolved) or became extinct. Investigate eText: Earth's Early History Curriculum Standards: Describe the scientific explanations of the origin of life on Earth. Construct an argument based on evidence about the simultaneous coevolution of Earth's systems and life on Earth. The many dynamic and delicate feedbacks between the biosphere and other Earth systems cause a continual co-evolution of Earth's surface and the life that exists on it. (HSESS2- 7) Describe the scientific explanations of the origin of life on Earth. Identify that there are scientific explanations of the origin of life on Earth. Recognize that there are scientific explanations of how life began. Describe the scientific explanations of the origin of life on Earth. Identify that there are scientific explanations of the origin of life on Earth. Recognize that there are scientific explanations of how life began. Interactivity: Origin of Life Curriculum Standards: Describe the scientific explanations of the origin of life on Earth. Construct an argument based on evidence about the simultaneous coevolution of Earth's systems and life on Earth. The many dynamic and delicate feedbacks between the biosphere and other Earth systems cause a continual co-evolution of Earth's surface and the life that exists on it. (HSESS2- 7) Describe the scientific explanations of the origin of life on Earth. Identify that there are scientific explanations of the origin of life on Earth. Recognize that there are scientific explanations of how life began. Describe the scientific explanations of the origin of life on Earth. Identify that there are scientific explanations of the origin of life on Earth. Recognize that there are scientific explanations of how life began. Spanish Workbook: Earths Early History Editable Presentation: Earth’s Early History Synthesize Interactive Video: Life Changes on Earth Curriculum Standards: Describe the scientific explanations of the origin of life on Earth. Construct an argument based on evidence about the simultaneous coevolution of Earth's systems and life on Earth. The many dynamic and delicate feedbacks between the biosphere and other Earth systems cause a continual co-evolution of Earth's surface and the life that exists on it. (HSESS2- 7) Describe the scientific explanations of the origin of life on Earth. Identify that there are scientific explanations of the origin of life on Earth. Recognize that there are scientific explanations of how life began. Describe the scientific explanations of the origin of life on Earth. Identify that there are scientific explanations of the origin of life on Earth. Recognize that there are scientific explanations of how life began. Argument-Based Inquiry Lab: Modeling Coacervates Curriculum Standards: Describe the scientific explanations of the origin of life on Earth. Construct an argument based on evidence about the simultaneous coevolution of Earth's systems and life on Earth. The many dynamic and delicate feedbacks between the biosphere and other Earth systems cause a continual co-evolution of Earth's surface and the life that exists on it. (HSESS2- 7) Describe the scientific explanations of the origin of life on Earth. 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). Analyze data using tools, technologies, and/or models in order to make valid and reliable scientific claims or determine an optimal design solution. 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). 5. Plan investigations, (Design and evaluate a scientific investigation). Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data and refine the design accordingly. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 10. Communicate results of scientific investigations, and 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. Identify that there are scientific explanations of the origin of life on Earth. Recognize that there are scientific explanations of how life began. 11. Evaluate the merits of the explanations produced by others. 11. Evaluate the merits of the explanations produced by others. Evaluate evidence behind currently accepted explanations or solutions to determine the merits of arguments. Construct an explanation based on valid and reliable evidence obtained from a variety of sources (including students' own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Evaluate the validity and reliability of multiple claims, methods, and/or designs that appear in scientific and technical texts or media reports, verifying the data when possible. Describe the scientific explanations of the origin of life on Earth. 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. Identify that there are scientific explanations of the origin of life on Earth. Recognize that there are scientific explanations of how life began. 11. Evaluate the merits of the explanations produced by others. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Foundations Argument-Based Inquiry Lab: Modeling Coacervates Demonstrate eText: Lesson Review: Earth's Early History Curriculum Standards: Gradual atmospheric changes were due to plants and other organisms that captured carbon dioxide and released oxygen. (HS-ESS2-6),(HS-ESS2-7) Describe the scientific explanations of the origin of life on Earth. Describe the scientific explanations of the origin of life on Earth. Identify that there are scientific explanations of the origin of life on Earth. Recognize that there are scientific explanations of how life began. Describe the scientific explanations of the origin of life on Earth. Identify that there are scientific explanations of the origin of life on Earth. Recognize that there are scientific explanations of how life began. Quiz Review: Earth's Early History Curriculum Standards: Gradual atmospheric changes were due to plants and other organisms that captured carbon dioxide and released oxygen. (HS-ESS2-6),(HS-ESS2-7) Describe the scientific explanations of the origin of life on Earth. Describe the scientific explanations of the origin of life on Earth. Identify that there are scientific explanations of the origin of life on Earth. Recognize that there are scientific explanations of how life began. Describe the scientific explanations of the origin of life on Earth. Identify that there are scientific explanations of the origin of life on Earth. Recognize that there are scientific explanations of how life began. Editable Quiz: Earth's Early History Curriculum Standards: Gradual atmospheric changes were due to plants and other organisms that captured carbon dioxide and released oxygen. (HS-ESS2-6),(HS-ESS2-7) Describe the scientific explanations of the origin of life on Earth. Describe the scientific explanations of the origin of life on Earth. Identify that there are scientific explanations of the origin of life on Earth. Recognize that there are scientific explanations of how life began. Describe the scientific explanations of the origin of life on Earth. Identify that there are scientific explanations of the origin of life on Earth. Recognize that there are scientific explanations of how life began. Quiz: Earth's Early History Curriculum Standards: Gradual atmospheric changes were due to plants and other organisms that captured carbon dioxide and released oxygen. (HS-ESS2-6),(HS-ESS2-7) Describe the scientific explanations of the origin of life on Earth. Describe the scientific explanations of the origin of life on Earth. Identify that there are scientific explanations of the origin of life on Earth. Recognize that there are scientific explanations of how life began. Describe the scientific explanations of the origin of life on Earth. Identify that there are scientific explanations of the origin of life on Earth. Recognize that there are scientific explanations of how life began. Chapter Close: History of Life eText: Case Study Wrap-Up: How Did Fossil Hunters Find Tiktaalik? Curriculum Standards: Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Evaluate scientific data collected from analysis of molecular sequences, fossil records, biogeography, and embryology. Identify chronological patterns of change and communicate that biological evolution is supported by multiple lines of empirical evidence that identify similarities inherited from a common ancestor (homologies). Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. Genetic information provides evidence of evolution. DNA sequences vary among species, but there are many overlaps; in fact, the ongoing branching that produces multiple lines of descent can be inferred by comparing the DNA sequences of different organisms. Such information is also derivable from the similarities and differences in amino acid sequences and from anatomical and embryological evidence. (HS-LS4-1) Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Identify basic trends in hominid evolution from early ancestors six million years ago to modern humans, including brain size, jaw size, language, and manufacture of tools. Identify basic trends in hominid evolution from early ancestors six million years ago to modern humans, including brain size, jaw size, language, and manufacture of tools. Recognize ways that the appearance of humans, their language, and their tools have changed over time. Recognize that humans have changed in appearance over a very long period of time. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, The scientific theory of evolution is supported by multiple forms of scientific evidence. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. Identify that prehistoric plants and animals changed over time (evolved) or became extinct. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Identify basic trends in hominid evolution from early ancestors six million years ago to modern humans, including brain size, jaw size, language, and manufacture of tools. Recognize ways that the appearance of humans, their language, and their tools have changed over time. Recognize that humans have changed in appearance over a very long period of time. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, The scientific theory of evolution is supported by multiple forms of scientific evidence. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. Identify that prehistoric plants and animals changed over time (evolved) or became extinct. HHMI Career Video: Measuring Mammal Extinctions at the John Day Fossil Beds eText: Chapter 20 Study Guide Curriculum Standards: Evaluate scientific data collected from analysis of molecular sequences, fossil records, biogeography, and embryology. Identify chronological patterns of change and communicate that biological evolution is supported by multiple lines of empirical evidence that identify similarities inherited from a common ancestor (homologies). Using a model that demonstrates the change in allele frequencies resulting in evolution of a population over many generations, identify causative agents of change. Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. Describe how mutation and genetic recombination increase genetic variation. Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. Describe how mutation and genetic recombination increase genetic variation. Gradual atmospheric changes were due to plants and other organisms that captured carbon dioxide and released oxygen. (HS-ESS2-6),(HS-ESS2-7) Apply scientific reasoning and evidence from ancient Earth materials, meteorites, and other planetary surfaces to construct an account of Earth's formation and early history. Although active geologic processes, such as plate tectonics and erosion, have destroyed or altered most of the very early rock record on Earth, other objects in the solar system, such as lunar rocks, asteroids, and meteorites, have changed little over billions of years. Studying these objects can provide information about Earth's formation and early history. (HS-ESS1-6) Evaluate evidence of the past and current movements of continental and oceanic crust and the theory of plate tectonics to explain the ages of crustal rocks. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. Construct an explanation based on evidence for how natural selection leads to adaptation of populations. Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment's limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. (HS-LS4-2) Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. (HS-LS4-3),(HS-LS4-4) Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Genetic information provides evidence of evolution. DNA sequences vary among species, but there are many overlaps; in fact, the ongoing branching that produces multiple lines of descent can be inferred by comparing the DNA sequences of different organisms. Such information is also derivable from the similarities and differences in amino acid sequences and from anatomical and embryological evidence. (HS-LS4-1) Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. The scientific theory of evolution is supported by multiple forms of scientific evidence. Describe the scientific explanations of the origin of life on Earth. Describe the scientific explanations of the origin of life on Earth. Identify that there are scientific explanations of the origin of life on Earth. Recognize that there are scientific explanations of how life began. Identify that prehistoric plants and animals changed over time (evolved) or became extinct. Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. Describe how mutation and genetic recombination increase genetic variation. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. The scientific theory of evolution is supported by multiple forms of scientific evidence. Describe the scientific explanations of the origin of life on Earth. Identify that there are scientific explanations of the origin of life on Earth. Recognize that there are scientific explanations of how life began. Identify that prehistoric plants and animals changed over time (evolved) or became extinct. eText: Performance-Based Assessment: Evaluating Evidence from the K-T Boundary Curriculum Standards: Recognize that the strength or usefulness of a scientific claim is evaluated through scientific argumentation, which depends on? critical and logical thinking, and the active consideration of alternative scientific explanations to explain the data presented. Explain that a scientific theory is the culmination of many scientific investigations drawing together all the current evidence concerning a substantial range of phenomena; thus, a scientific theory represents the most powerful explanation scientists have to offer. Recognize that the strength or usefulness of a scientific claim is evaluated through scientific argumentation, which depends on critical and logical thinking, and the active consideration of alternative scientific explanations to explain the data presented. Explain that a scientific theory is the culmination of many scientific investigations drawing together all the current evidence concerning a substantial range of phenomena; thus, a scientific theory represents the most powerful explanation scientists have to offer. Identify what is science, what clearly is not science, and what superficially resembles science (but fails to meet the criteria for science). Identify what is science, what clearly is not science, and what superficially resembles science (but fails to meet the criteria for science). Scientific knowledge is durable and robust, but open to change. Recognize that what is known about science can change based on new information. Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. Describe how mutation and genetic recombination increase genetic variation. Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. Describe how mutation and genetic recombination increase genetic variation. Using a model that demonstrates the change in allele frequencies resulting in evolution of a population over many generations, identify causative agents of change. Draw evidence from informational texts to support analysis, reflection, and research. Draw evidence from informational texts to support analysis, reflection, and research. Determine the central ideas or conclusions of a text; trace the text???s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text. Determine the central ideas or conclusions of a text; trace the text's explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. Scientific argumentation is a necessary part of scientific inquiry and plays an important role in the generation and validation of scientific knowledge. Recognize that the strength or usefulness of a scientific claim is evaluated through scientific argumentation, which depends on?_ critical and logical thinking, and the active consideration of alternative scientific explanations to explain the data presented. Explain that a scientific theory is the culmination of many scientific investigations drawing together all the current evidence concerning a substantial range of phenomena; thus, a scientific theory represents the most powerful explanation scientists have to offer. Identify what is science, what clearly is not science, and what superficially resembles science (but fails to meet the criteria for science). Scientific knowledge is durable and robust, but open to change. Recognize that what is known about science can change based on new information. Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. Describe how mutation and genetic recombination increase genetic variation. Draw evidence from informational texts to support analysis, reflection, and research. Determine the central ideas or conclusions of a text; trace the text_?_s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text. Scientific argumentation is a necessary part of scientific inquiry and plays an important role in the generation and validation of scientific knowledge. eText: Chapter 20 Assessment Curriculum Standards: Evaluate scientific data collected from analysis of molecular sequences, fossil records, biogeography, and embryology. Identify chronological patterns of change and communicate that biological evolution is supported by multiple lines of empirical evidence that identify similarities inherited from a common ancestor (homologies). Using a model that demonstrates the change in allele frequencies resulting in evolution of a population over many generations, identify causative agents of change. Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. Describe how mutation and genetic recombination increase genetic variation. Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. Describe how mutation and genetic recombination increase genetic variation. Gradual atmospheric changes were due to plants and other organisms that captured carbon dioxide and released oxygen. (HS-ESS2-6),(HS-ESS2-7) Apply scientific reasoning and evidence from ancient Earth materials, meteorites, and other planetary surfaces to construct an account of Earth's formation and early history. Although active geologic processes, such as plate tectonics and erosion, have destroyed or altered most of the very early rock record on Earth, other objects in the solar system, such as lunar rocks, asteroids, and meteorites, have changed little over billions of years. Studying these objects can provide information about Earth's formation and early history. (HS-ESS1-6) Evaluate evidence of the past and current movements of continental and oceanic crust and the theory of plate tectonics to explain the ages of crustal rocks. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. Construct an explanation based on evidence for how natural selection leads to adaptation of populations. Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment's limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. (HS-LS4-2) Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. (HS-LS4-3),(HS-LS4-4) Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Genetic information provides evidence of evolution. DNA sequences vary among species, but there are many overlaps; in fact, the ongoing branching that produces multiple lines of descent can be inferred by comparing the DNA sequences of different organisms. Such information is also derivable from the similarities and differences in amino acid sequences and from anatomical and embryological evidence. (HS-LS4-1) Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. The scientific theory of evolution is supported by multiple forms of scientific evidence. Describe the scientific explanations of the origin of life on Earth. Describe the scientific explanations of the origin of life on Earth. Identify that there are scientific explanations of the origin of life on Earth. Recognize that there are scientific explanations of how life began. a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. Identify that prehistoric plants and animals changed over time (evolved) or became extinct. Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. Describe how mutation and genetic recombination increase genetic variation. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. The scientific theory of evolution is supported by multiple forms of scientific evidence. Describe the scientific explanations of the origin of life on Earth. Identify that there are scientific explanations of the origin of life on Earth. Recognize that there are scientific explanations of how life began. a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. Identify that prehistoric plants and animals changed over time (evolved) or became extinct. Test Review: History of Life Curriculum Standards: Evaluate scientific data collected from analysis of molecular sequences, fossil records, biogeography, and embryology. Identify chronological patterns of change and communicate that biological evolution is supported by multiple lines of empirical evidence that identify similarities inherited from a common ancestor (homologies). Using a model that demonstrates the change in allele frequencies resulting in evolution of a population over many generations, identify causative agents of change. Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. Describe how mutation and genetic recombination increase genetic variation. Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. Describe how mutation and genetic recombination increase genetic variation. Gradual atmospheric changes were due to plants and other organisms that captured carbon dioxide and released oxygen. (HS-ESS2-6),(HS-ESS2-7) Apply scientific reasoning and evidence from ancient Earth materials, meteorites, and other planetary surfaces to construct an account of Earth's formation and early history. Although active geologic processes, such as plate tectonics and erosion, have destroyed or altered most of the very early rock record on Earth, other objects in the solar system, such as lunar rocks, asteroids, and meteorites, have changed little over billions of years. Studying these objects can provide information about Earth's formation and early history. (HS-ESS1-6) Evaluate evidence of the past and current movements of continental and oceanic crust and the theory of plate tectonics to explain the ages of crustal rocks. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. Construct an explanation based on evidence for how natural selection leads to adaptation of populations. Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment's limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. (HS-LS4-2) Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. (HS-LS4-3),(HS-LS4-4) Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Genetic information provides evidence of evolution. DNA sequences vary among species, but there are many overlaps; in fact, the ongoing branching that produces multiple lines of descent can be inferred by comparing the DNA sequences of different organisms. Such information is also derivable from the similarities and differences in amino acid sequences and from anatomical and embryological evidence. (HS-LS4-1) Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. The scientific theory of evolution is supported by multiple forms of scientific evidence. Describe the scientific explanations of the origin of life on Earth. Describe the scientific explanations of the origin of life on Earth. Identify that there are scientific explanations of the origin of life on Earth. Recognize that there are scientific explanations of how life began. Identify that prehistoric plants and animals changed over time (evolved) or became extinct. Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. Describe how mutation and genetic recombination increase genetic variation. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. The scientific theory of evolution is supported by multiple forms of scientific evidence. Describe the scientific explanations of the origin of life on Earth. Identify that there are scientific explanations of the origin of life on Earth. Recognize that there are scientific explanations of how life began. Identify that prehistoric plants and animals changed over time (evolved) or became extinct. Editable Test: History of Life Curriculum Standards: Evaluate scientific data collected from analysis of molecular sequences, fossil records, biogeography, and embryology. Identify chronological patterns of change and communicate that biological evolution is supported by multiple lines of empirical evidence that identify similarities inherited from a common ancestor (homologies). Using a model that demonstrates the change in allele frequencies resulting in evolution of a population over many generations, identify causative agents of change. Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. Describe how mutation and genetic recombination increase genetic variation. Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. Describe how mutation and genetic recombination increase genetic variation. Gradual atmospheric changes were due to plants and other organisms that captured carbon dioxide and released oxygen. (HS-ESS2-6),(HS-ESS2-7) Apply scientific reasoning and evidence from ancient Earth materials, meteorites, and other planetary surfaces to construct an account of Earth's formation and early history. Although active geologic processes, such as plate tectonics and erosion, have destroyed or altered most of the very early rock record on Earth, other objects in the solar system, such as lunar rocks, asteroids, and meteorites, have changed little over billions of years. Studying these objects can provide information about Earth's formation and early history. (HS-ESS1-6) Evaluate evidence of the past and current movements of continental and oceanic crust and the theory of plate tectonics to explain the ages of crustal rocks. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. Construct an explanation based on evidence for how natural selection leads to adaptation of populations. Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment's limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. (HS-LS4-2) Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. (HS-LS4-3),(HS-LS4-4) Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Genetic information provides evidence of evolution. DNA sequences vary among species, but there are many overlaps; in fact, the ongoing branching that produces multiple lines of descent can be inferred by comparing the DNA sequences of different organisms. Such information is also derivable from the similarities and differences in amino acid sequences and from anatomical and embryological evidence. (HS-LS4-1) Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. The scientific theory of evolution is supported by multiple forms of scientific evidence. Describe the scientific explanations of the origin of life on Earth. Describe the scientific explanations of the origin of life on Earth. Identify that there are scientific explanations of the origin of life on Earth. Recognize that there are scientific explanations of how life began. Identify that prehistoric plants and animals changed over time (evolved) or became extinct. Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. Describe how mutation and genetic recombination increase genetic variation. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. The scientific theory of evolution is supported by multiple forms of scientific evidence. Describe the scientific explanations of the origin of life on Earth. Identify that there are scientific explanations of the origin of life on Earth. Recognize that there are scientific explanations of how life began. Identify that prehistoric plants and animals changed over time (evolved) or became extinct. Test: History of Life Curriculum Standards: Evaluate scientific data collected from analysis of molecular sequences, fossil records, biogeography, and embryology. Identify chronological patterns of change and communicate that biological evolution is supported by multiple lines of empirical evidence that identify similarities inherited from a common ancestor (homologies). Using a model that demonstrates the change in allele frequencies resulting in evolution of a population over many generations, identify causative agents of change. Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. Describe how mutation and genetic recombination increase genetic variation. Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. Describe how mutation and genetic recombination increase genetic variation. Gradual atmospheric changes were due to plants and other organisms that captured carbon dioxide and released oxygen. (HS-ESS2-6),(HS-ESS2-7) Apply scientific reasoning and evidence from ancient Earth materials, meteorites, and other planetary surfaces to construct an account of Earth's formation and early history. Although active geologic processes, such as plate tectonics and erosion, have destroyed or altered most of the very early rock record on Earth, other objects in the solar system, such as lunar rocks, asteroids, and meteorites, have changed little over billions of years. Studying these objects can provide information about Earth's formation and early history. (HS-ESS1-6) Evaluate evidence of the past and current movements of continental and oceanic crust and the theory of plate tectonics to explain the ages of crustal rocks. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. Construct an explanation based on evidence for how natural selection leads to adaptation of populations. Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment's limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. (HS-LS4-2) Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. (HS-LS4-3),(HS-LS4-4) Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Genetic information provides evidence of evolution. DNA sequences vary among species, but there are many overlaps; in fact, the ongoing branching that produces multiple lines of descent can be inferred by comparing the DNA sequences of different organisms. Such information is also derivable from the similarities and differences in amino acid sequences and from anatomical and embryological evidence. (HS-LS4-1) Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. The scientific theory of evolution is supported by multiple forms of scientific evidence. Describe the scientific explanations of the origin of life on Earth. Describe the scientific explanations of the origin of life on Earth. Identify that there are scientific explanations of the origin of life on Earth. Recognize that there are scientific explanations of how life began. Identify that prehistoric plants and animals changed over time (evolved) or became extinct. Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. Describe how mutation and genetic recombination increase genetic variation. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. The scientific theory of evolution is supported by multiple forms of scientific evidence. Describe the scientific explanations of the origin of life on Earth. Identify that there are scientific explanations of the origin of life on Earth. Recognize that there are scientific explanations of how life began. Identify that prehistoric plants and animals changed over time (evolved) or became extinct. eText: FL End-of-Course Test Practice: History of Life Curriculum Standards: Evaluate scientific data collected from analysis of molecular sequences, fossil records, biogeography, and embryology. Identify chronological patterns of change and communicate that biological evolution is supported by multiple lines of empirical evidence that identify similarities inherited from a common ancestor (homologies). Explain how and why the genetic code is universal and is common to almost all organisms. Explain how and why the genetic code is universal and is common to almost all organisms. Using a model that demonstrates the change in allele frequencies resulting in evolution of a population over many generations, identify causative agents of change. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Genetic information provides evidence of evolution. DNA sequences vary among species, but there are many overlaps; in fact, the ongoing branching that produces multiple lines of descent can be inferred by comparing the DNA sequences of different organisms. Such information is also derivable from the similarities and differences in amino acid sequences and from anatomical and embryological evidence. (HS-LS4-1) Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. The scientific theory of evolution is supported by multiple forms of scientific evidence. Describe the scientific explanations of the origin of life on Earth. Describe the scientific explanations of the origin of life on Earth. Identify that there are scientific explanations of the origin of life on Earth. Recognize that there are scientific explanations of how life began. Identify that prehistoric plants and animals changed over time (evolved) or became extinct. Explain how and why the genetic code is universal and is common to almost all organisms. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. The scientific theory of evolution is supported by multiple forms of scientific evidence. Describe the scientific explanations of the origin of life on Earth. Identify that there are scientific explanations of the origin of life on Earth. Recognize that there are scientific explanations of how life began. Identify that prehistoric plants and animals changed over time (evolved) or became extinct. Editable FL EOC Test: History of Life Curriculum Standards: Evaluate scientific data collected from analysis of molecular sequences, fossil records, biogeography, and embryology. Identify chronological patterns of change and communicate that biological evolution is supported by multiple lines of empirical evidence that identify similarities inherited from a common ancestor (homologies). Explain how and why the genetic code is universal and is common to almost all organisms. Explain how and why the genetic code is universal and is common to almost all organisms. Using a model that demonstrates the change in allele frequencies resulting in evolution of a population over many generations, identify causative agents of change. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Genetic information provides evidence of evolution. DNA sequences vary among species, but there are many overlaps; in fact, the ongoing branching that produces multiple lines of descent can be inferred by comparing the DNA sequences of different organisms. Such information is also derivable from the similarities and differences in amino acid sequences and from anatomical and embryological evidence. (HS-LS4-1) Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. The scientific theory of evolution is supported by multiple forms of scientific evidence. Describe the scientific explanations of the origin of life on Earth. Describe the scientific explanations of the origin of life on Earth. Identify that there are scientific explanations of the origin of life on Earth. Recognize that there are scientific explanations of how life began. Identify that prehistoric plants and animals changed over time (evolved) or became extinct. Explain how and why the genetic code is universal and is common to almost all organisms. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. The scientific theory of evolution is supported by multiple forms of scientific evidence. Describe the scientific explanations of the origin of life on Earth. Identify that there are scientific explanations of the origin of life on Earth. Recognize that there are scientific explanations of how life began. Identify that prehistoric plants and animals changed over time (evolved) or became extinct. FL End-of-Course Test Practice: History of Life Curriculum Standards: Evaluate scientific data collected from analysis of molecular sequences, fossil records, biogeography, and embryology. Identify chronological patterns of change and communicate that biological evolution is supported by multiple lines of empirical evidence that identify similarities inherited from a common ancestor (homologies). Explain how and why the genetic code is universal and is common to almost all organisms. Explain how and why the genetic code is universal and is common to almost all organisms. Using a model that demonstrates the change in allele frequencies resulting in evolution of a population over many generations, identify causative agents of change. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Genetic information provides evidence of evolution. DNA sequences vary among species, but there are many overlaps; in fact, the ongoing branching that produces multiple lines of descent can be inferred by comparing the DNA sequences of different organisms. Such information is also derivable from the similarities and differences in amino acid sequences and from anatomical and embryological evidence. (HS-LS4-1) Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. The scientific theory of evolution is supported by multiple forms of scientific evidence. Describe the scientific explanations of the origin of life on Earth. Describe the scientific explanations of the origin of life on Earth. Identify that there are scientific explanations of the origin of life on Earth. Recognize that there are scientific explanations of how life began. Identify that prehistoric plants and animals changed over time (evolved) or became extinct. Explain how and why the genetic code is universal and is common to almost all organisms. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. The scientific theory of evolution is supported by multiple forms of scientific evidence. Describe the scientific explanations of the origin of life on Earth. Identify that there are scientific explanations of the origin of life on Earth. Recognize that there are scientific explanations of how life began. Identify that prehistoric plants and animals changed over time (evolved) or became extinct. Enrichment: History of Life HHMI Enrichment Video: The Day the Mesozoic Died Part 1 HHMI Enrichment Video: The Day the Mesozoic Died Part 2 HHMI Enrichment Video: The Day the Mesozoic Died Part 3 HHMI Enrichment Video: The Day the Mesozoic Died Part 4 HHMI Enrichment Video: The Day the Mesozoic Died Part 5 HHMI Enrichment Video: The Day the Mesozoic Died Student Quiz HHMI Enrichment Activity: Weighing the Evidence for a Mass Extinction—Ocean HHMI Enrichment Activity: Weighing the Evidence Foram Cards: Page 1 HHMI Enrichment Activity: Weighing the Evidence Foram Cards: Page 2 HHMI Enrichment Activity: Weighing the Evidence Foram Cards: Page 3 HHMI Enrichment Activity: Weighing the Evidence Foram Cards: Page 4 Unit 6 Resources and Problem-Based Learning: Diversity of Life Connect eText: Diversity of Life Author Connections Video: Diversity of Life Problem-Based Learning PBL Introduction: Recovery Plans for Endangered Species PBL Video: An Endangered Species Success Story PBL Video Worksheet: An Endangered Species Success Story Problem Launch: Recovery Plans for Endangered Species PBL Science Skills Activity: Pathogens and Species Recovery Programs PBL Science Skills Worksheet: Pathogens and Species Recovery Programs PBL Laboratory Investigation: How Are Plants Affected by Pollutants? Curriculum Standards: Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity. Evaluate competing design solutions to a real-world problem based on scientific ideas and principles, empirical evidence, and logical arguments regarding relevant factors. Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity. Create a computational simulation to illustrate the relationships among management of natural resources, the sustainability of human populations, and biodiversity. The sustainability of human societies and the biodiversity that supports them requires responsible management of natural resources. (HS-ESS3-3) A complex set of interactions within an ecosystem can keep its numbers and types of organisms relatively constant over long periods of time under stable conditions. If a modest biological or physical disturbance to an ecosystem occurs, it may return to its more or less original status, as opposed to becoming a very different ecosystem. Extreme fluctuations in conditions or the size of any population, however, can challenge the functioning of ecosystems in terms of resources and habitat availability. (HS-LS2-2),(HS-LS2-6) Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. PBL Authentic Reading: Walnut Trees May Not be Able to Withstand Climate Change PBL STEM Project: What Plan Will Help an Endangered Species Recover? Curriculum Standards: Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering. Design or refine a solution to a complex real-world problem, based on scientific knowledge, student-generated sources of evidence, prioritized criteria, and tradeoff considerations. Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity. Evaluate competing design solutions to a real-world problem based on scientific ideas and principles, empirical evidence, and logical arguments regarding relevant factors. Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. PBL Interactivity: Interacting Systems Curriculum Standards: Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. In multicellular organisms, individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. (HS-LS1-4) Most multicellular organisms are composed of organ systems whose structures reflect their particular function. Recognize that small parts of a living thing can work together. Multicellular organisms have a hierarchical structural organization, in which any one system is made up of numerous parts and is itself a component of the next level. (HS-LS1-2) Most multicellular organisms are composed of organ systems whose structures reflect their particular function. Recognize that small parts of a living thing can work together. PBL Interactivity Worksheet: Interacting Systems Problem Wrap-Up: Recovery Plans for Endangered Species Demonstrate Benchmark Test Review: Unit 6: Diversity of Life Curriculum Standards: Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Evaluate scientific data collected from analysis of molecular sequences, fossil records, biogeography, and embryology. Identify chronological patterns of change and communicate that biological evolution is supported by multiple lines of empirical evidence that identify similarities inherited from a common ancestor (homologies). Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. Genetic information provides evidence of evolution. DNA sequences vary among species, but there are many overlaps; in fact, the ongoing branching that produces multiple lines of descent can be inferred by comparing the DNA sequences of different organisms. Such information is also derivable from the similarities and differences in amino acid sequences and from anatomical and embryological evidence. (HS-LS4-1) Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. In multicellular organisms, individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. (HS-LS1-4) Most multicellular organisms are composed of organ systems whose structures reflect their particular function. Recognize that small parts of a living thing can work together. Analyze strategies for prevention, detection, and treatment of communicable and chronic diseases. Identify ways to prevent infection from bacteria and viruses, such as hand washing and first aid. Analyze strategies for prevention, detection, and treatment of communicable and chronic diseases. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Model chromosome progression through meiosis and fertilization in order to argue how the processes of sexual reproduction lead to both genetic similarities and variation in diploid organisms. Compare and contrast the processes of sexual and asexual reproduction, identifying the advantages and disadvantages of each. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Relate the structure of each of the major plant organs and tissues to physiological processes. Relate the structure of each of the major plant organs and tissues to physiological processes. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Evaluate how environment and personal health are interrelated. Identify the major parts of the brain on diagrams or models. Identify the major parts of the brain on diagrams or models. Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment's limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. (HS-LS4-2) Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. Recognize that changes in the genes of a species can affect the characteristics of their offspring. Recognize that characteristics of the offspring of living things are sometimes different from their parents. Identify that genes are sets of instructions that determine which characteristics are passed from parent to offspring. Recognize characteristics (traits) that offspring inherit from parents. Recognize similar characteristics (traits) between a child and parents, such as hair, eye, and skin color, or height. Relate parts of plants, such as leaf, stem, root, seed, and flower, to the functions of food production, support, water transport, and reproduction. Recognize major plant parts, such as root, stem, leaf, and flower. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Most multicellular organisms are composed of organ systems whose structures reflect their particular function. Recognize that small parts of a living thing can work together. Identify ways to prevent infection from bacteria and viruses, such as hand washing and first aid. Analyze strategies for prevention, detection, and treatment of communicable and chronic diseases. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Relate the structure of each of the major plant organs and tissues to physiological processes. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Identify the major parts of the brain on diagrams or models. Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Recognize that changes in the genes of a species can affect the characteristics of their offspring. Recognize that characteristics of the offspring of living things are sometimes different from their parents. Identify that genes are sets of instructions that determine which characteristics are passed from parent to offspring. Recognize characteristics (traits) that offspring inherit from parents. Recognize similar characteristics (traits) between a child and parents, such as hair, eye, and skin color, or height. Relate parts of plants, such as leaf, stem, root, seed, and flower, to the functions of food production, support, water transport, and reproduction. Recognize major plant parts, such as root, stem, leaf, and flower. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Editable Benchmark Test: Unit 6: Diversity of Life Curriculum Standards: Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Evaluate scientific data collected from analysis of molecular sequences, fossil records, biogeography, and embryology. Identify chronological patterns of change and communicate that biological evolution is supported by multiple lines of empirical evidence that identify similarities inherited from a common ancestor (homologies). Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. Genetic information provides evidence of evolution. DNA sequences vary among species, but there are many overlaps; in fact, the ongoing branching that produces multiple lines of descent can be inferred by comparing the DNA sequences of different organisms. Such information is also derivable from the similarities and differences in amino acid sequences and from anatomical and embryological evidence. (HS-LS4-1) Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. In multicellular organisms, individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. (HS-LS1-4) Most multicellular organisms are composed of organ systems whose structures reflect their particular function. Recognize that small parts of a living thing can work together. Analyze strategies for prevention, detection, and treatment of communicable and chronic diseases. Identify ways to prevent infection from bacteria and viruses, such as hand washing and first aid. Analyze strategies for prevention, detection, and treatment of communicable and chronic diseases. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Model chromosome progression through meiosis and fertilization in order to argue how the processes of sexual reproduction lead to both genetic similarities and variation in diploid organisms. Compare and contrast the processes of sexual and asexual reproduction, identifying the advantages and disadvantages of each. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Relate the structure of each of the major plant organs and tissues to physiological processes. Relate the structure of each of the major plant organs and tissues to physiological processes. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Evaluate how environment and personal health are interrelated. Identify the major parts of the brain on diagrams or models. Identify the major parts of the brain on diagrams or models. Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment's limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. (HS-LS4-2) Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. Recognize that changes in the genes of a species can affect the characteristics of their offspring. Recognize that characteristics of the offspring of living things are sometimes different from their parents. Identify that genes are sets of instructions that determine which characteristics are passed from parent to offspring. Recognize characteristics (traits) that offspring inherit from parents. Recognize similar characteristics (traits) between a child and parents, such as hair, eye, and skin color, or height. Relate parts of plants, such as leaf, stem, root, seed, and flower, to the functions of food production, support, water transport, and reproduction. Recognize major plant parts, such as root, stem, leaf, and flower. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Most multicellular organisms are composed of organ systems whose structures reflect their particular function. Recognize that small parts of a living thing can work together. Identify ways to prevent infection from bacteria and viruses, such as hand washing and first aid. Analyze strategies for prevention, detection, and treatment of communicable and chronic diseases. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Relate the structure of each of the major plant organs and tissues to physiological processes. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Identify the major parts of the brain on diagrams or models. Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Recognize that changes in the genes of a species can affect the characteristics of their offspring. Recognize that characteristics of the offspring of living things are sometimes different from their parents. Identify that genes are sets of instructions that determine which characteristics are passed from parent to offspring. Recognize characteristics (traits) that offspring inherit from parents. Recognize similar characteristics (traits) between a child and parents, such as hair, eye, and skin color, or height. Relate parts of plants, such as leaf, stem, root, seed, and flower, to the functions of food production, support, water transport, and reproduction. Recognize major plant parts, such as root, stem, leaf, and flower. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Benchmark Test: Unit 6: Diversity of Life Curriculum Standards: Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Evaluate scientific data collected from analysis of molecular sequences, fossil records, biogeography, and embryology. Identify chronological patterns of change and communicate that biological evolution is supported by multiple lines of empirical evidence that identify similarities inherited from a common ancestor (homologies). Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. Genetic information provides evidence of evolution. DNA sequences vary among species, but there are many overlaps; in fact, the ongoing branching that produces multiple lines of descent can be inferred by comparing the DNA sequences of different organisms. Such information is also derivable from the similarities and differences in amino acid sequences and from anatomical and embryological evidence. (HS-LS4-1) Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. In multicellular organisms, individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. (HS-LS1-4) Most multicellular organisms are composed of organ systems whose structures reflect their particular function. Recognize that small parts of a living thing can work together. Analyze strategies for prevention, detection, and treatment of communicable and chronic diseases. Identify ways to prevent infection from bacteria and viruses, such as hand washing and first aid. Analyze strategies for prevention, detection, and treatment of communicable and chronic diseases. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Model chromosome progression through meiosis and fertilization in order to argue how the processes of sexual reproduction lead to both genetic similarities and variation in diploid organisms. Compare and contrast the processes of sexual and asexual reproduction, identifying the advantages and disadvantages of each. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Relate the structure of each of the major plant organs and tissues to physiological processes. Relate the structure of each of the major plant organs and tissues to physiological processes. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Evaluate how environment and personal health are interrelated. Identify the major parts of the brain on diagrams or models. Identify the major parts of the brain on diagrams or models. Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment's limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. (HS-LS4-2) Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. Recognize that changes in the genes of a species can affect the characteristics of their offspring. Recognize that characteristics of the offspring of living things are sometimes different from their parents. Identify that genes are sets of instructions that determine which characteristics are passed from parent to offspring. Recognize characteristics (traits) that offspring inherit from parents. Recognize similar characteristics (traits) between a child and parents, such as hair, eye, and skin color, or height. Relate parts of plants, such as leaf, stem, root, seed, and flower, to the functions of food production, support, water transport, and reproduction. Recognize major plant parts, such as root, stem, leaf, and flower. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Most multicellular organisms are composed of organ systems whose structures reflect their particular function. Recognize that small parts of a living thing can work together. Identify ways to prevent infection from bacteria and viruses, such as hand washing and first aid. Analyze strategies for prevention, detection, and treatment of communicable and chronic diseases. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Relate the structure of each of the major plant organs and tissues to physiological processes. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Identify the major parts of the brain on diagrams or models. Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Recognize that changes in the genes of a species can affect the characteristics of their offspring. Recognize that characteristics of the offspring of living things are sometimes different from their parents. Identify that genes are sets of instructions that determine which characteristics are passed from parent to offspring. Recognize characteristics (traits) that offspring inherit from parents. Recognize similar characteristics (traits) between a child and parents, such as hair, eye, and skin color, or height. Relate parts of plants, such as leaf, stem, root, seed, and flower, to the functions of food production, support, water transport, and reproduction. Recognize major plant parts, such as root, stem, leaf, and flower. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Chapter 21: Viruses, Prokaryotes, Protists and Fungi Chapter Opener: Viruses, Prokaryotes, Protists and Fungi eText: Viruses, Prokaryotes, Protists, and Fungi Curriculum Standards: Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. Describe how mutation and genetic recombination increase genetic variation. Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. Describe how mutation and genetic recombination increase genetic variation. Explain the reasons for changes in how organisms are classified. Explain the reasons for changes in how organisms are classified. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Recognize that animals produce offspring. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Analyze strategies for prevention, detection, and treatment of communicable and chronic diseases. Identify ways to prevent infection from bacteria and viruses, such as hand washing and first aid. Analyze strategies for prevention, detection, and treatment of communicable and chronic diseases. Model chromosome progression through meiosis and fertilization in order to argue how the processes of sexual reproduction lead to both genetic similarities and variation in diploid organisms. Compare and contrast the processes of sexual and asexual reproduction, identifying the advantages and disadvantages of each. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment's limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. (HS-LS4-2) Genetic information is passed from generation to generation by DNA in all organisms and accounts for similarities in related individuals. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Organisms are classified based on their evolutionary history. Classify living organisms into their kingdoms. Match organisms to the animal, plant, and fungus kingdoms. Sort common living things into plant and animal kingdoms. Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. Analyze the author???s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address. Analyze the author's purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9???10 texts and topics. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9-10 texts and topics. Recognize that plants need water, light, and air to grow. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Explain how protein formation results in phenotypic variation and discuss how changes in DNA can lead to somatic or germ line mutations. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. (HS-LS3-2) Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. Describe how mutation and genetic recombination increase genetic variation. Explain the reasons for changes in how organisms are classified. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Recognize that animals produce offspring. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Identify ways to prevent infection from bacteria and viruses, such as hand washing and first aid. Analyze strategies for prevention, detection, and treatment of communicable and chronic diseases. Genetic information is passed from generation to generation by DNA in all organisms and accounts for similarities in related individuals. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Organisms are classified based on their evolutionary history. Classify living organisms into their kingdoms. Match organisms to the animal, plant, and fungus kingdoms. Sort common living things into plant and animal kingdoms. Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. Analyze the author_?_s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9_?_10 texts and topics. Recognize that plants need water, light, and air to grow. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Biology Foundations: Viruses, Prokaryotes, Protists, and Fungi Curriculum Standards: Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. Describe how mutation and genetic recombination increase genetic variation. Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. Describe how mutation and genetic recombination increase genetic variation. Explain the reasons for changes in how organisms are classified. Explain the reasons for changes in how organisms are classified. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Recognize that animals produce offspring. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Analyze strategies for prevention, detection, and treatment of communicable and chronic diseases. Identify ways to prevent infection from bacteria and viruses, such as hand washing and first aid. Analyze strategies for prevention, detection, and treatment of communicable and chronic diseases. Model chromosome progression through meiosis and fertilization in order to argue how the processes of sexual reproduction lead to both genetic similarities and variation in diploid organisms. Compare and contrast the processes of sexual and asexual reproduction, identifying the advantages and disadvantages of each. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment's limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. (HS-LS4-2) Genetic information is passed from generation to generation by DNA in all organisms and accounts for similarities in related individuals. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Organisms are classified based on their evolutionary history. Classify living organisms into their kingdoms. Match organisms to the animal, plant, and fungus kingdoms. Sort common living things into plant and animal kingdoms. Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. Analyze the author???s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address. Analyze the author's purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9???10 texts and topics. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9-10 texts and topics. Recognize that plants need water, light, and air to grow. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Explain how protein formation results in phenotypic variation and discuss how changes in DNA can lead to somatic or germ line mutations. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. (HS-LS3-2) Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. Describe how mutation and genetic recombination increase genetic variation. Explain the reasons for changes in how organisms are classified. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Recognize that animals produce offspring. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Identify ways to prevent infection from bacteria and viruses, such as hand washing and first aid. Analyze strategies for prevention, detection, and treatment of communicable and chronic diseases. Genetic information is passed from generation to generation by DNA in all organisms and accounts for similarities in related individuals. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Organisms are classified based on their evolutionary history. Classify living organisms into their kingdoms. Match organisms to the animal, plant, and fungus kingdoms. Sort common living things into plant and animal kingdoms. Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. Analyze the author_?_s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9_?_10 texts and topics. Recognize that plants need water, light, and air to grow. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Lesson 1: Viruses Connect Video: Flu Vaccines 101 Curriculum Standards: Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Analyze strategies for prevention, detection, and treatment of communicable and chronic diseases. Analyze strategies for prevention, detection, and treatment of communicable and chronic diseases. Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Analyze strategies for prevention, detection, and treatment of communicable and chronic diseases. Investigate eText: Viruses Curriculum Standards: Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Analyze strategies for prevention, detection, and treatment of communicable and chronic diseases. Identify ways to prevent infection from bacteria and viruses, such as hand washing and first aid. Analyze strategies for prevention, detection, and treatment of communicable and chronic diseases. Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Identify ways to prevent infection from bacteria and viruses, such as hand washing and first aid. Analyze strategies for prevention, detection, and treatment of communicable and chronic diseases. Quick Lab: How Do Viruses Differ in Structure? Interactivity: Viruses Curriculum Standards: Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Recognize that animals produce offspring. Classify living organisms into their kingdoms. Match organisms to the animal, plant, and fungus kingdoms. Sort common living things into plant and animal kingdoms. Recognize that plants need water, light, and air to grow. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Recognize that animals produce offspring. Classify living organisms into their kingdoms. Match organisms to the animal, plant, and fungus kingdoms. Sort common living things into plant and animal kingdoms. Recognize that plants need water, light, and air to grow. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Spanish Workbook: Viruses Editable Presentation: Viruses Synthesize Science Skills Activity: Design a Flu Vaccine Curriculum Standards: Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Recognize that animals produce offspring. Classify living organisms into their kingdoms. Match organisms to the animal, plant, and fungus kingdoms. Sort common living things into plant and animal kingdoms. Recognize that plants need water, light, and air to grow. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Recognize that animals produce offspring. Classify living organisms into their kingdoms. Match organisms to the animal, plant, and fungus kingdoms. Sort common living things into plant and animal kingdoms. Recognize that plants need water, light, and air to grow. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Science Skills Worksheet: Design a Flu Vaccine Curriculum Standards: Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Recognize that animals produce offspring. Classify living organisms into their kingdoms. Match organisms to the animal, plant, and fungus kingdoms. Sort common living things into plant and animal kingdoms. Recognize that plants need water, light, and air to grow. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Recognize that animals produce offspring. Classify living organisms into their kingdoms. Match organisms to the animal, plant, and fungus kingdoms. Sort common living things into plant and animal kingdoms. Recognize that plants need water, light, and air to grow. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Demonstrate eText: Lesson Review: Viruses Curriculum Standards: Compare and contrast existing models, identify patterns, and use structural and functional evidence to analyze the characteristics of life. Engage in argument about the designation of viruses as non-living based on these characteristics. Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Evaluate comparative models of various cell types with a focus on organic molecules that make up cellular structures. Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Quiz Review: Viruses Curriculum Standards: Compare and contrast existing models, identify patterns, and use structural and functional evidence to analyze the characteristics of life. Engage in argument about the designation of viruses as non-living based on these characteristics. Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Evaluate comparative models of various cell types with a focus on organic molecules that make up cellular structures. Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Editable Quiz: Viruses Curriculum Standards: Compare and contrast existing models, identify patterns, and use structural and functional evidence to analyze the characteristics of life. Engage in argument about the designation of viruses as non-living based on these characteristics. Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Evaluate comparative models of various cell types with a focus on organic molecules that make up cellular structures. Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Quiz: Viruses Curriculum Standards: Compare and contrast existing models, identify patterns, and use structural and functional evidence to analyze the characteristics of life. Engage in argument about the designation of viruses as non-living based on these characteristics. Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Evaluate comparative models of various cell types with a focus on organic molecules that make up cellular structures. Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Lesson 2: Prokaryotes Connect Inquiry Warm-Up Lab: Where Are Bacteria Found? Investigate eText: Prokaryotes Curriculum Standards: Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. Describe how mutation and genetic recombination increase genetic variation. Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. Describe how mutation and genetic recombination increase genetic variation. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Recognize that animals produce offspring. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Analyze strategies for prevention, detection, and treatment of communicable and chronic diseases. Identify ways to prevent infection from bacteria and viruses, such as hand washing and first aid. Analyze strategies for prevention, detection, and treatment of communicable and chronic diseases. Model chromosome progression through meiosis and fertilization in order to argue how the processes of sexual reproduction lead to both genetic similarities and variation in diploid organisms. Compare and contrast the processes of sexual and asexual reproduction, identifying the advantages and disadvantages of each. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment's limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. (HS-LS4-2) Genetic information is passed from generation to generation by DNA in all organisms and accounts for similarities in related individuals. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Classify living organisms into their kingdoms. Match organisms to the animal, plant, and fungus kingdoms. Sort common living things into plant and animal kingdoms. Recognize that plants need water, light, and air to grow. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Explain how protein formation results in phenotypic variation and discuss how changes in DNA can lead to somatic or germ line mutations. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. (HS-LS3-2) Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. Describe how mutation and genetic recombination increase genetic variation. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Recognize that animals produce offspring. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Identify ways to prevent infection from bacteria and viruses, such as hand washing and first aid. Analyze strategies for prevention, detection, and treatment of communicable and chronic diseases. Genetic information is passed from generation to generation by DNA in all organisms and accounts for similarities in related individuals. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Classify living organisms into their kingdoms. Match organisms to the animal, plant, and fungus kingdoms. Sort common living things into plant and animal kingdoms. Recognize that plants need water, light, and air to grow. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Analyzing Data: MRSA—Fighting Back: Case Study Curriculum Standards: Analyze strategies for prevention, detection, and treatment of communicable and chronic diseases. Identify ways to prevent infection from bacteria and viruses, such as hand washing and first aid. Analyze strategies for prevention, detection, and treatment of communicable and chronic diseases. Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Identify ways to prevent infection from bacteria and viruses, such as hand washing and first aid. Analyze strategies for prevention, detection, and treatment of communicable and chronic diseases. Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Interactivity: Prokaryotes Curriculum Standards: Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Recognize that animals produce offspring. Analyze strategies for prevention, detection, and treatment of communicable and chronic diseases. Identify ways to prevent infection from bacteria and viruses, such as hand washing and first aid. Analyze strategies for prevention, detection, and treatment of communicable and chronic diseases. Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Classify living organisms into their kingdoms. Match organisms to the animal, plant, and fungus kingdoms. Sort common living things into plant and animal kingdoms. Describe common human health issues. Recognize common human health issues. Recognize that plants need water, light, and air to grow. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Recognize that animals produce offspring. Identify ways to prevent infection from bacteria and viruses, such as hand washing and first aid. Analyze strategies for prevention, detection, and treatment of communicable and chronic diseases. Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Classify living organisms into their kingdoms. Match organisms to the animal, plant, and fungus kingdoms. Sort common living things into plant and animal kingdoms. Describe common human health issues. Recognize common human health issues. Recognize that plants need water, light, and air to grow. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Spanish Workbook: Prokaryotes Spanish Workbook: Diseases Caused by Bacteria and Viruses Editable Presentation: Prokaryotes Synthesize Simulation: Cholera Outbreak Curriculum Standards: Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Recognize that animals produce offspring. Classify living organisms into their kingdoms. Match organisms to the animal, plant, and fungus kingdoms. Sort common living things into plant and animal kingdoms. Recognize that plants need water, light, and air to grow. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Recognize that animals produce offspring. Classify living organisms into their kingdoms. Match organisms to the animal, plant, and fungus kingdoms. Sort common living things into plant and animal kingdoms. Recognize that plants need water, light, and air to grow. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Demonstrate eText: Lesson Review: Prokaryotes Curriculum Standards: Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Manipulation of DNA in organisms has led to commercial production of biological molecules on a large scale and genetically modified organisms. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Analyze strategies for prevention, detection, and treatment of communicable and chronic diseases. Identify ways to prevent infection from bacteria and viruses, such as hand washing and first aid. Analyze strategies for prevention, detection, and treatment of communicable and chronic diseases. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Manipulation of DNA in organisms has led to commercial production of biological molecules on a large scale and genetically modified organisms. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Identify ways to prevent infection from bacteria and viruses, such as hand washing and first aid. Analyze strategies for prevention, detection, and treatment of communicable and chronic diseases. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Quiz Review: Prokaryotes Curriculum Standards: Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Manipulation of DNA in organisms has led to commercial production of biological molecules on a large scale and genetically modified organisms. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Analyze strategies for prevention, detection, and treatment of communicable and chronic diseases. Identify ways to prevent infection from bacteria and viruses, such as hand washing and first aid. Analyze strategies for prevention, detection, and treatment of communicable and chronic diseases. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Manipulation of DNA in organisms has led to commercial production of biological molecules on a large scale and genetically modified organisms. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Identify ways to prevent infection from bacteria and viruses, such as hand washing and first aid. Analyze strategies for prevention, detection, and treatment of communicable and chronic diseases. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Editable Quiz: Prokaryotes Curriculum Standards: Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Manipulation of DNA in organisms has led to commercial production of biological molecules on a large scale and genetically modified organisms. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Analyze strategies for prevention, detection, and treatment of communicable and chronic diseases. Identify ways to prevent infection from bacteria and viruses, such as hand washing and first aid. Analyze strategies for prevention, detection, and treatment of communicable and chronic diseases. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Manipulation of DNA in organisms has led to commercial production of biological molecules on a large scale and genetically modified organisms. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Identify ways to prevent infection from bacteria and viruses, such as hand washing and first aid. Analyze strategies for prevention, detection, and treatment of communicable and chronic diseases. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Quiz: Prokaryotes Curriculum Standards: Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Manipulation of DNA in organisms has led to commercial production of biological molecules on a large scale and genetically modified organisms. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Analyze strategies for prevention, detection, and treatment of communicable and chronic diseases. Identify ways to prevent infection from bacteria and viruses, such as hand washing and first aid. Analyze strategies for prevention, detection, and treatment of communicable and chronic diseases. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Manipulation of DNA in organisms has led to commercial production of biological molecules on a large scale and genetically modified organisms. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Identify ways to prevent infection from bacteria and viruses, such as hand washing and first aid. Analyze strategies for prevention, detection, and treatment of communicable and chronic diseases. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Lesson 3: Protists Connect Class Discussion: Food for Thought Curriculum Standards: Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Recognize that animals produce offspring. Classify living organisms into their kingdoms. Match organisms to the animal, plant, and fungus kingdoms. Sort common living things into plant and animal kingdoms. Recognize that plants need water, light, and air to grow. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Recognize that animals produce offspring. Classify living organisms into their kingdoms. Match organisms to the animal, plant, and fungus kingdoms. Sort common living things into plant and animal kingdoms. Recognize that plants need water, light, and air to grow. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Investigate eText: Protists Curriculum Standards: Explain the reasons for changes in how organisms are classified. Explain the reasons for changes in how organisms are classified. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Recognize that animals produce offspring. Organisms are classified based on their evolutionary history. Classify living organisms into their kingdoms. Match organisms to the animal, plant, and fungus kingdoms. Sort common living things into plant and animal kingdoms. Recognize that plants need water, light, and air to grow. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Explain the reasons for changes in how organisms are classified. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Recognize that animals produce offspring. Organisms are classified based on their evolutionary history. Classify living organisms into their kingdoms. Match organisms to the animal, plant, and fungus kingdoms. Sort common living things into plant and animal kingdoms. Recognize that plants need water, light, and air to grow. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Interactivity: Protists Curriculum Standards: Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Recognize that animals produce offspring. Classify living organisms into their kingdoms. Match organisms to the animal, plant, and fungus kingdoms. Sort common living things into plant and animal kingdoms. Recognize that plants need water, light, and air to grow. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Recognize that animals produce offspring. Classify living organisms into their kingdoms. Match organisms to the animal, plant, and fungus kingdoms. Sort common living things into plant and animal kingdoms. Recognize that plants need water, light, and air to grow. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Spanish Workbook: Protist Classification—The Saga Continues Spanish Workbook: Protist Structure and Function Spanish Workbook: The Ecology of Protists Editable Presentation: Protists Synthesize Interactive Video: Malaria Curriculum Standards: Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Recognize that animals produce offspring. Analyze strategies for prevention, detection, and treatment of communicable and chronic diseases. Identify ways to prevent infection from bacteria and viruses, such as hand washing and first aid. Analyze strategies for prevention, detection, and treatment of communicable and chronic diseases. Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Classify living organisms into their kingdoms. Match organisms to the animal, plant, and fungus kingdoms. Sort common living things into plant and animal kingdoms. Describe common human health issues. Recognize common human health issues. Recognize that plants need water, light, and air to grow. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Recognize that animals produce offspring. Identify ways to prevent infection from bacteria and viruses, such as hand washing and first aid. Analyze strategies for prevention, detection, and treatment of communicable and chronic diseases. Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Classify living organisms into their kingdoms. Match organisms to the animal, plant, and fungus kingdoms. Sort common living things into plant and animal kingdoms. Describe common human health issues. Recognize common human health issues. Recognize that plants need water, light, and air to grow. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Demonstrate eText: Lesson Review: Protists Curriculum Standards: Recognize that living things produce offspring (reproduce). Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Model chromosome progression through meiosis and fertilization in order to argue how the processes of sexual reproduction lead to both genetic similarities and variation in diploid organisms. Compare and contrast the processes of sexual and asexual reproduction, identifying the advantages and disadvantages of each. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Genetic information is passed from generation to generation by DNA in all organisms and accounts for similarities in related individuals. Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Identify relationships among organisms, including helping each other (mutualism); obtaining food (predation); benefiting at the expense of the other (parasitism); and competing with each other for food, space, or shelter (competition). Recognize that organisms can interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at expense of the other (parasitism). Recognize that living things produce offspring (reproduce). Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Genetic information is passed from generation to generation by DNA in all organisms and accounts for similarities in related individuals. Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Identify relationships among organisms, including helping each other (mutualism); obtaining food (predation); benefiting at the expense of the other (parasitism); and competing with each other for food, space, or shelter (competition). Recognize that organisms can interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at expense of the other (parasitism). Quiz Review: Protists Curriculum Standards: Recognize that living things produce offspring (reproduce). Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Model chromosome progression through meiosis and fertilization in order to argue how the processes of sexual reproduction lead to both genetic similarities and variation in diploid organisms. Compare and contrast the processes of sexual and asexual reproduction, identifying the advantages and disadvantages of each. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Genetic information is passed from generation to generation by DNA in all organisms and accounts for similarities in related individuals. Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Identify relationships among organisms, including helping each other (mutualism); obtaining food (predation); benefiting at the expense of the other (parasitism); and competing with each other for food, space, or shelter (competition). Recognize that organisms can interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at expense of the other (parasitism). Recognize that living things produce offspring (reproduce). Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Genetic information is passed from generation to generation by DNA in all organisms and accounts for similarities in related individuals. Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Identify relationships among organisms, including helping each other (mutualism); obtaining food (predation); benefiting at the expense of the other (parasitism); and competing with each other for food, space, or shelter (competition). Recognize that organisms can interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at expense of the other (parasitism). Editable Quiz: Protists Curriculum Standards: Recognize that living things produce offspring (reproduce). Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Model chromosome progression through meiosis and fertilization in order to argue how the processes of sexual reproduction lead to both genetic similarities and variation in diploid organisms. Compare and contrast the processes of sexual and asexual reproduction, identifying the advantages and disadvantages of each. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Genetic information is passed from generation to generation by DNA in all organisms and accounts for similarities in related individuals. Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Identify relationships among organisms, including helping each other (mutualism); obtaining food (predation); benefiting at the expense of the other (parasitism); and competing with each other for food, space, or shelter (competition). Recognize that organisms can interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at expense of the other (parasitism). Recognize that living things produce offspring (reproduce). Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Genetic information is passed from generation to generation by DNA in all organisms and accounts for similarities in related individuals. Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Identify relationships among organisms, including helping each other (mutualism); obtaining food (predation); benefiting at the expense of the other (parasitism); and competing with each other for food, space, or shelter (competition). Recognize that organisms can interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at expense of the other (parasitism). Quiz: Protists Curriculum Standards: Recognize that living things produce offspring (reproduce). Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Model chromosome progression through meiosis and fertilization in order to argue how the processes of sexual reproduction lead to both genetic similarities and variation in diploid organisms. Compare and contrast the processes of sexual and asexual reproduction, identifying the advantages and disadvantages of each. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Genetic information is passed from generation to generation by DNA in all organisms and accounts for similarities in related individuals. Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Identify relationships among organisms, including helping each other (mutualism); obtaining food (predation); benefiting at the expense of the other (parasitism); and competing with each other for food, space, or shelter (competition). Recognize that organisms can interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at expense of the other (parasitism). Recognize that living things produce offspring (reproduce). Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Genetic information is passed from generation to generation by DNA in all organisms and accounts for similarities in related individuals. Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Identify relationships among organisms, including helping each other (mutualism); obtaining food (predation); benefiting at the expense of the other (parasitism); and competing with each other for food, space, or shelter (competition). Recognize that organisms can interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at expense of the other (parasitism). Lesson 4: Fungi Connect Discussion Board: Fungi and You Investigate eText: Fungi Curriculum Standards: Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Recognize that animals produce offspring. Classify living organisms into their kingdoms. Match organisms to the animal, plant, and fungus kingdoms. Sort common living things into plant and animal kingdoms. Recognize that plants need water, light, and air to grow. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Recognize that animals produce offspring. Classify living organisms into their kingdoms. Match organisms to the animal, plant, and fungus kingdoms. Sort common living things into plant and animal kingdoms. Recognize that plants need water, light, and air to grow. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Interactivity: Fungi Curriculum Standards: Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Recognize that animals produce offspring. Classify living organisms into their kingdoms. Match organisms to the animal, plant, and fungus kingdoms. Sort common living things into plant and animal kingdoms. Recognize that plants need water, light, and air to grow. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Recognize that animals produce offspring. Classify living organisms into their kingdoms. Match organisms to the animal, plant, and fungus kingdoms. Sort common living things into plant and animal kingdoms. Recognize that plants need water, light, and air to grow. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Spanish Workbook: Fungi Editable Presentation: Fungi Synthesize PBL Science Skills Activity: Pathogens and Species Recovery Programs PBL Science Skills Worksheet: Pathogens and Species Recovery Programs Exploration Lab: Mushroom Farming Curriculum Standards: 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). Analyze data using tools, technologies, and/or models in order to make valid and reliable scientific claims or determine an optimal design solution. 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). 5. Plan investigations, (Design and evaluate a scientific investigation). Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data and refine the design accordingly. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 10. Communicate results of scientific investigations, and 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. 11. Evaluate the merits of the explanations produced by others. 11. Evaluate the merits of the explanations produced by others. Evaluate evidence behind currently accepted explanations or solutions to determine the merits of arguments. Construct an explanation based on valid and reliable evidence obtained from a variety of sources (including students' own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Evaluate the validity and reliability of multiple claims, methods, and/or designs that appear in scientific and technical texts or media reports, verifying the data when possible. 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. 11. Evaluate the merits of the explanations produced by others. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Foundations Exploration Lab: Mushroom Farming Demonstrate eText: Lesson Review: Fungi Curriculum Standards: Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Identify relationships among organisms, including helping each other (mutualism); obtaining food (predation); benefiting at the expense of the other (parasitism); and competing with each other for food, space, or shelter (competition). Recognize that organisms can interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at expense of the other (parasitism). Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Identify relationships among organisms, including helping each other (mutualism); obtaining food (predation); benefiting at the expense of the other (parasitism); and competing with each other for food, space, or shelter (competition). Recognize that organisms can interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at expense of the other (parasitism). Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Quiz Review: Fungi Curriculum Standards: Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Identify relationships among organisms, including helping each other (mutualism); obtaining food (predation); benefiting at the expense of the other (parasitism); and competing with each other for food, space, or shelter (competition). Recognize that organisms can interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at expense of the other (parasitism). Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Identify relationships among organisms, including helping each other (mutualism); obtaining food (predation); benefiting at the expense of the other (parasitism); and competing with each other for food, space, or shelter (competition). Recognize that organisms can interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at expense of the other (parasitism). Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Editable Quiz: Fungi Curriculum Standards: Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Identify relationships among organisms, including helping each other (mutualism); obtaining food (predation); benefiting at the expense of the other (parasitism); and competing with each other for food, space, or shelter (competition). Recognize that organisms can interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at expense of the other (parasitism). Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Identify relationships among organisms, including helping each other (mutualism); obtaining food (predation); benefiting at the expense of the other (parasitism); and competing with each other for food, space, or shelter (competition). Recognize that organisms can interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at expense of the other (parasitism). Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Quiz: Fungi Curriculum Standards: Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Identify relationships among organisms, including helping each other (mutualism); obtaining food (predation); benefiting at the expense of the other (parasitism); and competing with each other for food, space, or shelter (competition). Recognize that organisms can interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at expense of the other (parasitism). Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Identify relationships among organisms, including helping each other (mutualism); obtaining food (predation); benefiting at the expense of the other (parasitism); and competing with each other for food, space, or shelter (competition). Recognize that organisms can interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at expense of the other (parasitism). Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Chapter Close: Viruses, Prokaryotes, Protists and Fungi eText: Case Study Wrap-Up: Preventing the Next Epidemic Curriculum Standards: Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Recognize that cancer may result when cells change or grow too fast. Analyze strategies for prevention, detection, and treatment of communicable and chronic diseases. Analyze strategies for prevention, detection, and treatment of communicable and chronic diseases. Describe common human health issues. Recognize common human health issues. Evaluate how environment and personal health are interrelated. Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Draw evidence from informational texts to support analysis, reflection, and research. Draw evidence from informational texts to support analysis, reflection, and research. Describe how mutation and genetic recombination increase genetic variation. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. (HS-LS3-2) Describe how mutation and genetic recombination increase genetic variation. Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Recognize that cancer may result when cells change or grow too fast. Analyze strategies for prevention, detection, and treatment of communicable and chronic diseases. Describe common human health issues. Recognize common human health issues. Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Draw evidence from informational texts to support analysis, reflection, and research. Describe how mutation and genetic recombination increase genetic variation. HHMI Career Video: Virus Hunter: Monitoring Nipah Virus in Bat Populations eText: Chapter 21 Study Guide Curriculum Standards: Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Manipulation of DNA in organisms has led to commercial production of biological molecules on a large scale and genetically modified organisms. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Compare and contrast existing models, identify patterns, and use structural and functional evidence to analyze the characteristics of life. Engage in argument about the designation of viruses as non-living based on these characteristics. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Recognize examples of mutual relationships between people and other living things. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Model chromosome progression through meiosis and fertilization in order to argue how the processes of sexual reproduction lead to both genetic similarities and variation in diploid organisms. Compare and contrast the processes of sexual and asexual reproduction, identifying the advantages and disadvantages of each. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Plants or algae form the lowest level of the food web. At each link upward in a food web, only a small fraction of the matter consumed at the lower level is transferred upward, to produce growth and release energy in cellular respiration at the higher level. Given this inefficiency, there are generally fewer organisms at higher levels of a food web. Some matter reacts to release energy for life functions, some matter is stored in newly made structures, and much is discarded. The chemical elements that make up the molecules of organisms pass through food webs and into and out of the atmosphere and soil, and they are combined and recombined in different ways. At each link in an ecosystem, matter and energy are conserved. (HS-LS2-4) Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Recognize that illness can result when parts of our bodies are not working properly. Identify relationships among organisms, including helping each other (mutualism); obtaining food (predation); benefiting at the expense of the other (parasitism); and competing with each other for food, space, or shelter (competition). Recognize that organisms can interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at expense of the other (parasitism). Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Manipulation of DNA in organisms has led to commercial production of biological molecules on a large scale and genetically modified organisms. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Recognize examples of mutual relationships between people and other living things. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Recognize that illness can result when parts of our bodies are not working properly. Identify relationships among organisms, including helping each other (mutualism); obtaining food (predation); benefiting at the expense of the other (parasitism); and competing with each other for food, space, or shelter (competition). Recognize that organisms can interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at expense of the other (parasitism). Describe how and why organisms are hierarchically classified and based on evolutionary relationships. eText: Performance-Based-Assessment: Cholera in Haiti Curriculum Standards: Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Analyze strategies for prevention, detection, and treatment of communicable and chronic diseases. Identify ways to prevent infection from bacteria and viruses, such as hand washing and first aid. Analyze strategies for prevention, detection, and treatment of communicable and chronic diseases. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Recognize that cancer may result when cells change or grow too fast. Describe common human health issues. Recognize common human health issues. Evaluate how environment and personal health are interrelated. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. Humanity faces major global challenges today, such as the need for supplies of clean water and food or for energy sources that minimize pollution, which can be addressed through engineering. These global challenges also may have manifestations in local communities. (HS-ETS1-1) a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed. c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. Recognize that scientific knowledge can be challenged or confirmed by new investigations and reexamination. d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. Criteria may need to be broken down into simpler ones that can be approached systematically, and decisions about the priority of certain criteria over others (trade-offs) may be needed. (HSETS1- 2) Describe how mutation and genetic recombination increase genetic variation. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. (HS-LS3-2) Describe how mutation and genetic recombination increase genetic variation. Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Identify ways to prevent infection from bacteria and viruses, such as hand washing and first aid. Analyze strategies for prevention, detection, and treatment of communicable and chronic diseases. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Recognize that cancer may result when cells change or grow too fast. Describe common human health issues. Recognize common human health issues. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. Recognize that scientific knowledge can be challenged or confirmed by new investigations and reexamination. Describe how mutation and genetic recombination increase genetic variation. eText: Chapter 21 Assessment Curriculum Standards: Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Manipulation of DNA in organisms has led to commercial production of biological molecules on a large scale and genetically modified organisms. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Compare and contrast existing models, identify patterns, and use structural and functional evidence to analyze the characteristics of life. Engage in argument about the designation of viruses as non-living based on these characteristics. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Recognize examples of mutual relationships between people and other living things. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Model chromosome progression through meiosis and fertilization in order to argue how the processes of sexual reproduction lead to both genetic similarities and variation in diploid organisms. Compare and contrast the processes of sexual and asexual reproduction, identifying the advantages and disadvantages of each. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Plants or algae form the lowest level of the food web. At each link upward in a food web, only a small fraction of the matter consumed at the lower level is transferred upward, to produce growth and release energy in cellular respiration at the higher level. Given this inefficiency, there are generally fewer organisms at higher levels of a food web. Some matter reacts to release energy for life functions, some matter is stored in newly made structures, and much is discarded. The chemical elements that make up the molecules of organisms pass through food webs and into and out of the atmosphere and soil, and they are combined and recombined in different ways. At each link in an ecosystem, matter and energy are conserved. (HS-LS2-4) Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Recognize that illness can result when parts of our bodies are not working properly. Identify relationships among organisms, including helping each other (mutualism); obtaining food (predation); benefiting at the expense of the other (parasitism); and competing with each other for food, space, or shelter (competition). Recognize that organisms can interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at expense of the other (parasitism). Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Manipulation of DNA in organisms has led to commercial production of biological molecules on a large scale and genetically modified organisms. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Recognize examples of mutual relationships between people and other living things. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Recognize that illness can result when parts of our bodies are not working properly. Identify relationships among organisms, including helping each other (mutualism); obtaining food (predation); benefiting at the expense of the other (parasitism); and competing with each other for food, space, or shelter (competition). Recognize that organisms can interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at expense of the other (parasitism). Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Test Review: Viruses, Prokaryotes, Protists, and Fungi Curriculum Standards: Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Manipulation of DNA in organisms has led to commercial production of biological molecules on a large scale and genetically modified organisms. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Compare and contrast existing models, identify patterns, and use structural and functional evidence to analyze the characteristics of life. Engage in argument about the designation of viruses as non-living based on these characteristics. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Recognize examples of mutual relationships between people and other living things. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Model chromosome progression through meiosis and fertilization in order to argue how the processes of sexual reproduction lead to both genetic similarities and variation in diploid organisms. Compare and contrast the processes of sexual and asexual reproduction, identifying the advantages and disadvantages of each. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Plants or algae form the lowest level of the food web. At each link upward in a food web, only a small fraction of the matter consumed at the lower level is transferred upward, to produce growth and release energy in cellular respiration at the higher level. Given this inefficiency, there are generally fewer organisms at higher levels of a food web. Some matter reacts to release energy for life functions, some matter is stored in newly made structures, and much is discarded. The chemical elements that make up the molecules of organisms pass through food webs and into and out of the atmosphere and soil, and they are combined and recombined in different ways. At each link in an ecosystem, matter and energy are conserved. (HS-LS2-4) Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Recognize that illness can result when parts of our bodies are not working properly. Identify relationships among organisms, including helping each other (mutualism); obtaining food (predation); benefiting at the expense of the other (parasitism); and competing with each other for food, space, or shelter (competition). Recognize that organisms can interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at expense of the other (parasitism). Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Manipulation of DNA in organisms has led to commercial production of biological molecules on a large scale and genetically modified organisms. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Recognize examples of mutual relationships between people and other living things. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Recognize that illness can result when parts of our bodies are not working properly. Identify relationships among organisms, including helping each other (mutualism); obtaining food (predation); benefiting at the expense of the other (parasitism); and competing with each other for food, space, or shelter (competition). Recognize that organisms can interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at expense of the other (parasitism). Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Editable Test: Viruses, Prokaryotes, Protists, and Fungi Curriculum Standards: Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Manipulation of DNA in organisms has led to commercial production of biological molecules on a large scale and genetically modified organisms. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Compare and contrast existing models, identify patterns, and use structural and functional evidence to analyze the characteristics of life. Engage in argument about the designation of viruses as non-living based on these characteristics. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Recognize examples of mutual relationships between people and other living things. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Model chromosome progression through meiosis and fertilization in order to argue how the processes of sexual reproduction lead to both genetic similarities and variation in diploid organisms. Compare and contrast the processes of sexual and asexual reproduction, identifying the advantages and disadvantages of each. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Plants or algae form the lowest level of the food web. At each link upward in a food web, only a small fraction of the matter consumed at the lower level is transferred upward, to produce growth and release energy in cellular respiration at the higher level. Given this inefficiency, there are generally fewer organisms at higher levels of a food web. Some matter reacts to release energy for life functions, some matter is stored in newly made structures, and much is discarded. The chemical elements that make up the molecules of organisms pass through food webs and into and out of the atmosphere and soil, and they are combined and recombined in different ways. At each link in an ecosystem, matter and energy are conserved. (HS-LS2-4) Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Recognize that illness can result when parts of our bodies are not working properly. Identify relationships among organisms, including helping each other (mutualism); obtaining food (predation); benefiting at the expense of the other (parasitism); and competing with each other for food, space, or shelter (competition). Recognize that organisms can interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at expense of the other (parasitism). Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Manipulation of DNA in organisms has led to commercial production of biological molecules on a large scale and genetically modified organisms. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Recognize examples of mutual relationships between people and other living things. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Recognize that illness can result when parts of our bodies are not working properly. Identify relationships among organisms, including helping each other (mutualism); obtaining food (predation); benefiting at the expense of the other (parasitism); and competing with each other for food, space, or shelter (competition). Recognize that organisms can interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at expense of the other (parasitism). Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Test: Viruses, Prokaryotes, Protists, and Fungi Curriculum Standards: Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Manipulation of DNA in organisms has led to commercial production of biological molecules on a large scale and genetically modified organisms. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Compare and contrast existing models, identify patterns, and use structural and functional evidence to analyze the characteristics of life. Engage in argument about the designation of viruses as non-living based on these characteristics. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Recognize examples of mutual relationships between people and other living things. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Model chromosome progression through meiosis and fertilization in order to argue how the processes of sexual reproduction lead to both genetic similarities and variation in diploid organisms. Compare and contrast the processes of sexual and asexual reproduction, identifying the advantages and disadvantages of each. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Plants or algae form the lowest level of the food web. At each link upward in a food web, only a small fraction of the matter consumed at the lower level is transferred upward, to produce growth and release energy in cellular respiration at the higher level. Given this inefficiency, there are generally fewer organisms at higher levels of a food web. Some matter reacts to release energy for life functions, some matter is stored in newly made structures, and much is discarded. The chemical elements that make up the molecules of organisms pass through food webs and into and out of the atmosphere and soil, and they are combined and recombined in different ways. At each link in an ecosystem, matter and energy are conserved. (HS-LS2-4) Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Recognize that illness can result when parts of our bodies are not working properly. Identify relationships among organisms, including helping each other (mutualism); obtaining food (predation); benefiting at the expense of the other (parasitism); and competing with each other for food, space, or shelter (competition). Recognize that organisms can interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at expense of the other (parasitism). Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Manipulation of DNA in organisms has led to commercial production of biological molecules on a large scale and genetically modified organisms. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Recognize examples of mutual relationships between people and other living things. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Recognize that illness can result when parts of our bodies are not working properly. Identify relationships among organisms, including helping each other (mutualism); obtaining food (predation); benefiting at the expense of the other (parasitism); and competing with each other for food, space, or shelter (competition). Recognize that organisms can interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at expense of the other (parasitism). Describe how and why organisms are hierarchically classified and based on evolutionary relationships. eText: FL End-of-Course Test Practice: Viruses, Prokaryotes, Protists, and Fungi Curriculum Standards: Explain the reasons for changes in how organisms are classified. Explain the reasons for changes in how organisms are classified. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Model chromosome progression through meiosis and fertilization in order to argue how the processes of sexual reproduction lead to both genetic similarities and variation in diploid organisms. Compare and contrast the processes of sexual and asexual reproduction, identifying the advantages and disadvantages of each. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Analyze strategies for prevention, detection, and treatment of communicable and chronic diseases. Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Analyze strategies for prevention, detection, and treatment of communicable and chronic diseases. Organisms are classified based on their evolutionary history. Recognize that plants need water, light, and air to grow. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Explain the reasons for changes in how organisms are classified. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Analyze strategies for prevention, detection, and treatment of communicable and chronic diseases. Organisms are classified based on their evolutionary history. Recognize that plants need water, light, and air to grow. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Editable FL EOC Test: Viruses, Prokaryotes, Protists, and Fungi Curriculum Standards: Explain the reasons for changes in how organisms are classified. Explain the reasons for changes in how organisms are classified. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Model chromosome progression through meiosis and fertilization in order to argue how the processes of sexual reproduction lead to both genetic similarities and variation in diploid organisms. Compare and contrast the processes of sexual and asexual reproduction, identifying the advantages and disadvantages of each. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Analyze strategies for prevention, detection, and treatment of communicable and chronic diseases. Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Analyze strategies for prevention, detection, and treatment of communicable and chronic diseases. Organisms are classified based on their evolutionary history. Recognize that plants need water, light, and air to grow. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Explain the reasons for changes in how organisms are classified. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Analyze strategies for prevention, detection, and treatment of communicable and chronic diseases. Organisms are classified based on their evolutionary history. Recognize that plants need water, light, and air to grow. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. FL End-of-Course Test Practice: Viruses, Prokaryotes, Protists, and Fungi Curriculum Standards: Explain the reasons for changes in how organisms are classified. Explain the reasons for changes in how organisms are classified. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Model chromosome progression through meiosis and fertilization in order to argue how the processes of sexual reproduction lead to both genetic similarities and variation in diploid organisms. Compare and contrast the processes of sexual and asexual reproduction, identifying the advantages and disadvantages of each. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Analyze strategies for prevention, detection, and treatment of communicable and chronic diseases. Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Analyze strategies for prevention, detection, and treatment of communicable and chronic diseases. Organisms are classified based on their evolutionary history. Recognize that plants need water, light, and air to grow. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Explain the reasons for changes in how organisms are classified. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Analyze strategies for prevention, detection, and treatment of communicable and chronic diseases. Organisms are classified based on their evolutionary history. Recognize that plants need water, light, and air to grow. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Enrichment: Viruses, Prokaryotes, Protists and Fungi HHMI Enrichment Activity: Winogradsky Columns: Microbial Ecology HHMI Enrichment Activity: Winogradsky Columns: Microbial Ecology Tables Chapter 22: Plants Chapter Opener: Plants eText: Plants Curriculum Standards: 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Recognize that animals produce offspring. 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). Analyze data using tools, technologies, and/or models in order to make valid and reliable scientific claims or determine an optimal design solution. 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Relate the structure of each of the major plant organs and tissues to physiological processes. Relate the structure of each of the major plant organs and tissues to physiological processes. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). 5. Plan investigations, (Design and evaluate a scientific investigation). Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data and refine the design accordingly. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 10. Communicate results of scientific investigations, and 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. Classify living organisms into their kingdoms. Match organisms to the animal, plant, and fungus kingdoms. Sort common living things into plant and animal kingdoms. 11. Evaluate the merits of the explanations produced by others. 11. Evaluate the merits of the explanations produced by others. a. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. a. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. Determine the central ideas or conclusions of a text; trace the text???s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text. Determine the central ideas or conclusions of a text; trace the text's explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from or supports the argument presented. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). e. Provide a concluding statement or section that follows from or supports the argument presented. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers. d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers. Evaluate evidence behind currently accepted explanations or solutions to determine the merits of arguments. b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience???s knowledge of the topic. b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience' knowledge of the topic. Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence. Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. Recognize that plants need water, light, and air to grow. Construct an explanation based on valid and reliable evidence obtained from a variety of sources (including students' own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Relate parts of plants, such as leaf, stem, root, seed, and flower, to the functions of food production, support, water transport, and reproduction. Recognize major plant parts, such as root, stem, leaf, and flower. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Evaluate the validity and reliability of multiple claims, methods, and/or designs that appear in scientific and technical texts or media reports, verifying the data when possible. 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Recognize that animals produce offspring. 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Relate the structure of each of the major plant organs and tissues to physiological processes. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. Classify living organisms into their kingdoms. Match organisms to the animal, plant, and fungus kingdoms. Sort common living things into plant and animal kingdoms. 11. Evaluate the merits of the explanations produced by others. a. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. Determine the central ideas or conclusions of a text; trace the text_?_s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from or supports the argument presented. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers. b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience_?_s knowledge of the topic. Recognize that plants need water, light, and air to grow. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Relate parts of plants, such as leaf, stem, root, seed, and flower, to the functions of food production, support, water transport, and reproduction. Recognize major plant parts, such as root, stem, leaf, and flower. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Biology Foundations: Plants Curriculum Standards: Recognize similarities in characteristics of plants and animals of the same type (species). 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Recognize that animals produce offspring. 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). Analyze data using tools, technologies, and/or models in order to make valid and reliable scientific claims or determine an optimal design solution. 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Relate the structure of each of the major plant organs and tissues to physiological processes. Relate the structure of each of the major plant organs and tissues to physiological processes. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). 5. Plan investigations, (Design and evaluate a scientific investigation). Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data and refine the design accordingly. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 10. Communicate results of scientific investigations, and 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. Classify living organisms into their kingdoms. Match organisms to the animal, plant, and fungus kingdoms. Sort common living things into plant and animal kingdoms. 11. Evaluate the merits of the explanations produced by others. 11. Evaluate the merits of the explanations produced by others. a. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. a. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. Determine the central ideas or conclusions of a text; trace the text???s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text. Determine the central ideas or conclusions of a text; trace the text's explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from or supports the argument presented. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). e. Provide a concluding statement or section that follows from or supports the argument presented. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers. d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers. Evaluate evidence behind currently accepted explanations or solutions to determine the merits of arguments. b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience???s knowledge of the topic. b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience' knowledge of the topic. Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence. Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. Recognize that plants need water, light, and air to grow. Construct an explanation based on valid and reliable evidence obtained from a variety of sources (including students' own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Relate parts of plants, such as leaf, stem, root, seed, and flower, to the functions of food production, support, water transport, and reproduction. Recognize major plant parts, such as root, stem, leaf, and flower. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Evaluate the validity and reliability of multiple claims, methods, and/or designs that appear in scientific and technical texts or media reports, verifying the data when possible. Recognize similarities in characteristics of plants and animals of the same type (species). 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Recognize that animals produce offspring. 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Relate the structure of each of the major plant organs and tissues to physiological processes. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. Classify living organisms into their kingdoms. Match organisms to the animal, plant, and fungus kingdoms. Sort common living things into plant and animal kingdoms. 11. Evaluate the merits of the explanations produced by others. a. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. Determine the central ideas or conclusions of a text; trace the text_?_s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from or supports the argument presented. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers. b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience_?_s knowledge of the topic. Recognize that plants need water, light, and air to grow. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Relate parts of plants, such as leaf, stem, root, seed, and flower, to the functions of food production, support, water transport, and reproduction. Recognize major plant parts, such as root, stem, leaf, and flower. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Lesson 1: What Is a Plant? Connect Discussion Board: Plants Make the World Go 'Round Curriculum Standards: Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Recognize that animals produce offspring. Classify living organisms into their kingdoms. Match organisms to the animal, plant, and fungus kingdoms. Sort common living things into plant and animal kingdoms. Recognize that plants need water, light, and air to grow. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Recognize that animals produce offspring. Classify living organisms into their kingdoms. Match organisms to the animal, plant, and fungus kingdoms. Sort common living things into plant and animal kingdoms. Recognize that plants need water, light, and air to grow. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Investigate eText: What Is a Plant? Curriculum Standards: Recognize similarities in characteristics of plants and animals of the same type (species). Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Recognize that animals produce offspring. Relate the structure of each of the major plant organs and tissues to physiological processes. Relate the structure of each of the major plant organs and tissues to physiological processes. Classify living organisms into their kingdoms. Match organisms to the animal, plant, and fungus kingdoms. Sort common living things into plant and animal kingdoms. Recognize that plants need water, light, and air to grow. Relate parts of plants, such as leaf, stem, root, seed, and flower, to the functions of food production, support, water transport, and reproduction. Recognize major plant parts, such as root, stem, leaf, and flower. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Recognize similarities in characteristics of plants and animals of the same type (species). Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Recognize that animals produce offspring. Relate the structure of each of the major plant organs and tissues to physiological processes. Classify living organisms into their kingdoms. Match organisms to the animal, plant, and fungus kingdoms. Sort common living things into plant and animal kingdoms. Recognize that plants need water, light, and air to grow. Relate parts of plants, such as leaf, stem, root, seed, and flower, to the functions of food production, support, water transport, and reproduction. Recognize major plant parts, such as root, stem, leaf, and flower. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Interactivity: Plants Curriculum Standards: Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Recognize that animals produce offspring. Classify living organisms into their kingdoms. Match organisms to the animal, plant, and fungus kingdoms. Sort common living things into plant and animal kingdoms. Recognize that plants need water, light, and air to grow. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Recognize that animals produce offspring. Classify living organisms into their kingdoms. Match organisms to the animal, plant, and fungus kingdoms. Sort common living things into plant and animal kingdoms. Recognize that plants need water, light, and air to grow. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Spanish Workbook: What Is a Plant? Editable Presentation: What Is a Plant? Synthesize Interactive Video: History of Plants Curriculum Standards: Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Recognize that animals produce offspring. Classify living organisms into their kingdoms. Match organisms to the animal, plant, and fungus kingdoms. Sort common living things into plant and animal kingdoms. Recognize that plants need water, light, and air to grow. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Recognize that animals produce offspring. Classify living organisms into their kingdoms. Match organisms to the animal, plant, and fungus kingdoms. Sort common living things into plant and animal kingdoms. Recognize that plants need water, light, and air to grow. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Exploration Lab: Comparing Adaptations of Ferns and Mosses Curriculum Standards: 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). Analyze data using tools, technologies, and/or models in order to make valid and reliable scientific claims or determine an optimal design solution. 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Relate the structure of each of the major plant organs and tissues to physiological processes. Relate the structure of each of the major plant organs and tissues to physiological processes. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). 5. Plan investigations, (Design and evaluate a scientific investigation). Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data and refine the design accordingly. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 10. Communicate results of scientific investigations, and 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. 11. Evaluate the merits of the explanations produced by others. 11. Evaluate the merits of the explanations produced by others. Evaluate evidence behind currently accepted explanations or solutions to determine the merits of arguments. Construct an explanation based on valid and reliable evidence obtained from a variety of sources (including students' own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Relate parts of plants, such as leaf, stem, root, seed, and flower, to the functions of food production, support, water transport, and reproduction. Recognize major plant parts, such as root, stem, leaf, and flower. Evaluate the validity and reliability of multiple claims, methods, and/or designs that appear in scientific and technical texts or media reports, verifying the data when possible. 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Relate the structure of each of the major plant organs and tissues to physiological processes. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. 11. Evaluate the merits of the explanations produced by others. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Relate parts of plants, such as leaf, stem, root, seed, and flower, to the functions of food production, support, water transport, and reproduction. Recognize major plant parts, such as root, stem, leaf, and flower. Foundations Exploration Lab: Comparing Adaptations of Ferns and Mosses Demonstrate eText: Lesson Review: What Is a Plant? Curriculum Standards: Recognize that plants give off oxygen that is used by animals and animals give off carbon dioxide that is used by plants. Recognize that the function of photosynthesis is to produce food for plants. Recognize that people and animals breathe in the oxygen that plants give off. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Recognize that plants give off oxygen that is used by animals and animals give off carbon dioxide that is used by plants. Recognize that the function of photosynthesis is to produce food for plants. Recognize that people and animals breathe in the oxygen that plants give off. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Quiz Review: What Is a Plant? Curriculum Standards: Recognize that plants give off oxygen that is used by animals and animals give off carbon dioxide that is used by plants. Recognize that the function of photosynthesis is to produce food for plants. Recognize that people and animals breathe in the oxygen that plants give off. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Recognize that plants give off oxygen that is used by animals and animals give off carbon dioxide that is used by plants. Recognize that the function of photosynthesis is to produce food for plants. Recognize that people and animals breathe in the oxygen that plants give off. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Editable Quiz: What Is a Plant? Curriculum Standards: Recognize that plants give off oxygen that is used by animals and animals give off carbon dioxide that is used by plants. Recognize that the function of photosynthesis is to produce food for plants. Recognize that people and animals breathe in the oxygen that plants give off. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Recognize that plants give off oxygen that is used by animals and animals give off carbon dioxide that is used by plants. Recognize that the function of photosynthesis is to produce food for plants. Recognize that people and animals breathe in the oxygen that plants give off. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Quiz: What Is a Plant? Curriculum Standards: Recognize that plants give off oxygen that is used by animals and animals give off carbon dioxide that is used by plants. Recognize that the function of photosynthesis is to produce food for plants. Recognize that people and animals breathe in the oxygen that plants give off. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Recognize that plants give off oxygen that is used by animals and animals give off carbon dioxide that is used by plants. Recognize that the function of photosynthesis is to produce food for plants. Recognize that people and animals breathe in the oxygen that plants give off. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Lesson 2: Plant Diversity Connect Inquiry Warm-Up Lab: How Do Seeds Differ from Spores? Curriculum Standards: Relate the structure of each of the major plant organs and tissues to physiological processes. Relate the structure of each of the major plant organs and tissues to physiological processes. Relate parts of plants, such as leaf, stem, root, seed, and flower, to the functions of food production, support, water transport, and reproduction. Recognize major plant parts, such as root, stem, leaf, and flower. Relate the structure of each of the major plant organs and tissues to physiological processes. Relate parts of plants, such as leaf, stem, root, seed, and flower, to the functions of food production, support, water transport, and reproduction. Recognize major plant parts, such as root, stem, leaf, and flower. Investigate eText: Plant Diversity Curriculum Standards: Relate the structure of each of the major plant organs and tissues to physiological processes. Relate the structure of each of the major plant organs and tissues to physiological processes. Relate parts of plants, such as leaf, stem, root, seed, and flower, to the functions of food production, support, water transport, and reproduction. Recognize major plant parts, such as root, stem, leaf, and flower. Relate the structure of each of the major plant organs and tissues to physiological processes. Relate parts of plants, such as leaf, stem, root, seed, and flower, to the functions of food production, support, water transport, and reproduction. Recognize major plant parts, such as root, stem, leaf, and flower. Analyzing Data: Keeping Ferns in Check: Case Study Curriculum Standards: 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). Analyze data using tools, technologies, and/or models in order to make valid and reliable scientific claims or determine an optimal design solution. 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). 5. Plan investigations, (Design and evaluate a scientific investigation). Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data and refine the design accordingly. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 10. Communicate results of scientific investigations, and 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. 11. Evaluate the merits of the explanations produced by others. 11. Evaluate the merits of the explanations produced by others. Evaluate evidence behind currently accepted explanations or solutions to determine the merits of arguments. Construct an explanation based on valid and reliable evidence obtained from a variety of sources (including students' own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Evaluate the validity and reliability of multiple claims, methods, and/or designs that appear in scientific and technical texts or media reports, verifying the data when possible. 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. 11. Evaluate the merits of the explanations produced by others. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Interactivity: Plant Diversity Curriculum Standards: Relate the structure of each of the major plant organs and tissues to physiological processes. Relate the structure of each of the major plant organs and tissues to physiological processes. Relate parts of plants, such as leaf, stem, root, seed, and flower, to the functions of food production, support, water transport, and reproduction. Recognize major plant parts, such as root, stem, leaf, and flower. Relate the structure of each of the major plant organs and tissues to physiological processes. Relate parts of plants, such as leaf, stem, root, seed, and flower, to the functions of food production, support, water transport, and reproduction. Recognize major plant parts, such as root, stem, leaf, and flower. Spanish Workbook: Seedless Plants Spanish Workbook: Seed Plants Editable Presentation: Plant Diversity Synthesize Simulation: Ecological Restoration Curriculum Standards: Describe changes in ecosystems resulting from seasonal variations, climate change and succession. Describe changes in ecosystems resulting from seasonal variations, climate change and succession. Relate the structure of each of the major plant organs and tissues to physiological processes. Relate the structure of each of the major plant organs and tissues to physiological processes. Relate parts of plants, such as leaf, stem, root, seed, and flower, to the functions of food production, support, water transport, and reproduction. Recognize major plant parts, such as root, stem, leaf, and flower. Describe changes in ecosystems resulting from seasonal variations, climate change and succession. Relate the structure of each of the major plant organs and tissues to physiological processes. Relate parts of plants, such as leaf, stem, root, seed, and flower, to the functions of food production, support, water transport, and reproduction. Recognize major plant parts, such as root, stem, leaf, and flower. Demonstrate eText: Lesson Review: Plant Diversity Curriculum Standards: Relate the structure of each of the major plant organs and tissues to physiological processes. Relate the structure of each of the major plant organs and tissues to physiological processes. Describe the general processes of food production, support, water transport, and reproduction in the major parts of plants. Relate parts of plants, such as leaf, stem, root, seed, and flower, to the functions of food production, support, water transport, and reproduction. Relate the structure of each of the major plant organs and tissues to physiological processes. Describe the general processes of food production, support, water transport, and reproduction in the major parts of plants. Relate parts of plants, such as leaf, stem, root, seed, and flower, to the functions of food production, support, water transport, and reproduction. Quiz Review: Plant Diversity Curriculum Standards: Relate the structure of each of the major plant organs and tissues to physiological processes. Relate the structure of each of the major plant organs and tissues to physiological processes. Describe the general processes of food production, support, water transport, and reproduction in the major parts of plants. Relate parts of plants, such as leaf, stem, root, seed, and flower, to the functions of food production, support, water transport, and reproduction. Relate the structure of each of the major plant organs and tissues to physiological processes. Describe the general processes of food production, support, water transport, and reproduction in the major parts of plants. Relate parts of plants, such as leaf, stem, root, seed, and flower, to the functions of food production, support, water transport, and reproduction. Editable Quiz: Plant Diversity Curriculum Standards: Relate the structure of each of the major plant organs and tissues to physiological processes. Relate the structure of each of the major plant organs and tissues to physiological processes. Describe the general processes of food production, support, water transport, and reproduction in the major parts of plants. Relate parts of plants, such as leaf, stem, root, seed, and flower, to the functions of food production, support, water transport, and reproduction. Relate the structure of each of the major plant organs and tissues to physiological processes. Describe the general processes of food production, support, water transport, and reproduction in the major parts of plants. Relate parts of plants, such as leaf, stem, root, seed, and flower, to the functions of food production, support, water transport, and reproduction. Quiz: Plant Diversity Curriculum Standards: Relate the structure of each of the major plant organs and tissues to physiological processes. Relate the structure of each of the major plant organs and tissues to physiological processes. Describe the general processes of food production, support, water transport, and reproduction in the major parts of plants. Relate parts of plants, such as leaf, stem, root, seed, and flower, to the functions of food production, support, water transport, and reproduction. Relate the structure of each of the major plant organs and tissues to physiological processes. Describe the general processes of food production, support, water transport, and reproduction in the major parts of plants. Relate parts of plants, such as leaf, stem, root, seed, and flower, to the functions of food production, support, water transport, and reproduction. Lesson 3: Flowers, Fruits, and Seeds Connect Video: Monocots and Dicots Curriculum Standards: Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Identify the major parts of plant and animal cells, including the cell membrane, nucleus, and cytoplasm, and their basic functions. Utilize a model of a cell plasma membrane to compare the various types of cellular transport and test predictions about the movement of molecules into or out of a cell based on the homeostasis of energy and matter in cells. Relate the structure of each of the major plant organs and tissues to physiological processes. Relate the structure of each of the major plant organs and tissues to physiological processes. Cells have characteristic structures and functions that make them distinctive. Recognize that cells have different parts and each has a function. Match parts of common living things to their functions. Relate parts of plants, such as leaf, stem, root, seed, and flower, to the functions of food production, support, water transport, and reproduction. Recognize major plant parts, such as root, stem, leaf, and flower. Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Identify the major parts of plant and animal cells, including the cell membrane, nucleus, and cytoplasm, and their basic functions. Relate the structure of each of the major plant organs and tissues to physiological processes. Cells have characteristic structures and functions that make them distinctive. Recognize that cells have different parts and each has a function. Match parts of common living things to their functions. Relate parts of plants, such as leaf, stem, root, seed, and flower, to the functions of food production, support, water transport, and reproduction. Recognize major plant parts, such as root, stem, leaf, and flower. Investigate eText: Flowers, Fruits, and Seeds Curriculum Standards: Relate the structure of each of the major plant organs and tissues to physiological processes. Relate the structure of each of the major plant organs and tissues to physiological processes. Relate parts of plants, such as leaf, stem, root, seed, and flower, to the functions of food production, support, water transport, and reproduction. Recognize major plant parts, such as root, stem, leaf, and flower. Relate the structure of each of the major plant organs and tissues to physiological processes. Relate parts of plants, such as leaf, stem, root, seed, and flower, to the functions of food production, support, water transport, and reproduction. Recognize major plant parts, such as root, stem, leaf, and flower. Quick Lab: What Is the Structure of a Flower? Curriculum Standards: 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). Analyze data using tools, technologies, and/or models in order to make valid and reliable scientific claims or determine an optimal design solution. 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Relate the structure of each of the major plant organs and tissues to physiological processes. Relate the structure of each of the major plant organs and tissues to physiological processes. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). 5. Plan investigations, (Design and evaluate a scientific investigation). Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data and refine the design accordingly. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 10. Communicate results of scientific investigations, and 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. 11. Evaluate the merits of the explanations produced by others. 11. Evaluate the merits of the explanations produced by others. Evaluate evidence behind currently accepted explanations or solutions to determine the merits of arguments. Construct an explanation based on valid and reliable evidence obtained from a variety of sources (including students' own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Relate parts of plants, such as leaf, stem, root, seed, and flower, to the functions of food production, support, water transport, and reproduction. Recognize major plant parts, such as root, stem, leaf, and flower. Evaluate the validity and reliability of multiple claims, methods, and/or designs that appear in scientific and technical texts or media reports, verifying the data when possible. 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Relate the structure of each of the major plant organs and tissues to physiological processes. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. 11. Evaluate the merits of the explanations produced by others. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Relate parts of plants, such as leaf, stem, root, seed, and flower, to the functions of food production, support, water transport, and reproduction. Recognize major plant parts, such as root, stem, leaf, and flower. Interactivity: Angiosperm Diversity Curriculum Standards: Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Identify the major parts of plant and animal cells, including the cell membrane, nucleus, and cytoplasm, and their basic functions. Utilize a model of a cell plasma membrane to compare the various types of cellular transport and test predictions about the movement of molecules into or out of a cell based on the homeostasis of energy and matter in cells. Relate the structure of each of the major plant organs and tissues to physiological processes. Relate the structure of each of the major plant organs and tissues to physiological processes. Cells have characteristic structures and functions that make them distinctive. Recognize that cells have different parts and each has a function. Match parts of common living things to their functions. Relate parts of plants, such as leaf, stem, root, seed, and flower, to the functions of food production, support, water transport, and reproduction. Recognize major plant parts, such as root, stem, leaf, and flower. Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Identify the major parts of plant and animal cells, including the cell membrane, nucleus, and cytoplasm, and their basic functions. Relate the structure of each of the major plant organs and tissues to physiological processes. Cells have characteristic structures and functions that make them distinctive. Recognize that cells have different parts and each has a function. Match parts of common living things to their functions. Relate parts of plants, such as leaf, stem, root, seed, and flower, to the functions of food production, support, water transport, and reproduction. Recognize major plant parts, such as root, stem, leaf, and flower. Spanish Workbook: Flowering Plants Spanish Workbook: Reproduction in Flowering Plants Spanish Workbook: Fruits and Seeds Editable Presentation: Flowers, Fruits, and Seeds Synthesize Simulation: Life of Angiosperms Curriculum Standards: Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. In multicellular organisms, individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. (HS-LS1-4) Most multicellular organisms are composed of organ systems whose structures reflect their particular function. Recognize that small parts of a living thing can work together. Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity. Evaluate competing design solutions to a real-world problem based on scientific ideas and principles, empirical evidence, and logical arguments regarding relevant factors. Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. Multicellular organisms have a hierarchical structural organization, in which any one system is made up of numerous parts and is itself a component of the next level. (HS-LS1-2) Most multicellular organisms are composed of organ systems whose structures reflect their particular function. Recognize that small parts of a living thing can work together. Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. Demonstrate eText: Lesson Review: Flowers, Fruits, and Seeds Quiz Review: Flowers, Fruits, and Seeds Editable Quiz: Flowers, Fruits, and Seeds Quiz: Flowers, Fruits, and Seeds Chapter Close: Plants eText: Case Study Wrap-Up: How Did Plants Conquer the Land? Curriculum Standards: Relate the structure of each of the major plant organs and tissues to physiological processes. Relate the structure of each of the major plant organs and tissues to physiological processes. a. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. a. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. Determine the central ideas or conclusions of a text; trace the text???s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text. Determine the central ideas or conclusions of a text; trace the text's explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from or supports the argument presented. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). e. Provide a concluding statement or section that follows from or supports the argument presented. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers. d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers. b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience???s knowledge of the topic. b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience' knowledge of the topic. Relate parts of plants, such as leaf, stem, root, seed, and flower, to the functions of food production, support, water transport, and reproduction. Recognize major plant parts, such as root, stem, leaf, and flower. Relate the structure of each of the major plant organs and tissues to physiological processes. a. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. Determine the central ideas or conclusions of a text; trace the text_?_s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from or supports the argument presented. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers. b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience_?_s knowledge of the topic. Relate parts of plants, such as leaf, stem, root, seed, and flower, to the functions of food production, support, water transport, and reproduction. Recognize major plant parts, such as root, stem, leaf, and flower. Career Video: Landscaper eText: Chapter 22 Study Guide Curriculum Standards: Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Relate the structure of each of the major plant organs and tissues to physiological processes. Relate the structure of each of the major plant organs and tissues to physiological processes. Describe the general processes of food production, support, water transport, and reproduction in the major parts of plants. Relate parts of plants, such as leaf, stem, root, seed, and flower, to the functions of food production, support, water transport, and reproduction. Model chromosome progression through meiosis and fertilization in order to argue how the processes of sexual reproduction lead to both genetic similarities and variation in diploid organisms. Compare and contrast the processes of sexual and asexual reproduction, identifying the advantages and disadvantages of each. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Relate the structure of each of the major plant organs and tissues to physiological processes. Describe the general processes of food production, support, water transport, and reproduction in the major parts of plants. Relate parts of plants, such as leaf, stem, root, seed, and flower, to the functions of food production, support, water transport, and reproduction. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). eText: Performance-Based Assessment: Keeping the Buzz On Curriculum Standards: Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence. Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. eText: Chapter 22 Assessment Curriculum Standards: Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Relate the structure of each of the major plant organs and tissues to physiological processes. Relate the structure of each of the major plant organs and tissues to physiological processes. Describe the general processes of food production, support, water transport, and reproduction in the major parts of plants. Relate parts of plants, such as leaf, stem, root, seed, and flower, to the functions of food production, support, water transport, and reproduction. Model chromosome progression through meiosis and fertilization in order to argue how the processes of sexual reproduction lead to both genetic similarities and variation in diploid organisms. Compare and contrast the processes of sexual and asexual reproduction, identifying the advantages and disadvantages of each. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Relate the structure of each of the major plant organs and tissues to physiological processes. Describe the general processes of food production, support, water transport, and reproduction in the major parts of plants. Relate parts of plants, such as leaf, stem, root, seed, and flower, to the functions of food production, support, water transport, and reproduction. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). Test Review: Plants Curriculum Standards: Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Relate the structure of each of the major plant organs and tissues to physiological processes. Relate the structure of each of the major plant organs and tissues to physiological processes. Describe the general processes of food production, support, water transport, and reproduction in the major parts of plants. Relate parts of plants, such as leaf, stem, root, seed, and flower, to the functions of food production, support, water transport, and reproduction. Model chromosome progression through meiosis and fertilization in order to argue how the processes of sexual reproduction lead to both genetic similarities and variation in diploid organisms. Compare and contrast the processes of sexual and asexual reproduction, identifying the advantages and disadvantages of each. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Relate the structure of each of the major plant organs and tissues to physiological processes. Describe the general processes of food production, support, water transport, and reproduction in the major parts of plants. Relate parts of plants, such as leaf, stem, root, seed, and flower, to the functions of food production, support, water transport, and reproduction. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). Editable Test: Plants Curriculum Standards: Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Relate the structure of each of the major plant organs and tissues to physiological processes. Relate the structure of each of the major plant organs and tissues to physiological processes. Describe the general processes of food production, support, water transport, and reproduction in the major parts of plants. Relate parts of plants, such as leaf, stem, root, seed, and flower, to the functions of food production, support, water transport, and reproduction. Model chromosome progression through meiosis and fertilization in order to argue how the processes of sexual reproduction lead to both genetic similarities and variation in diploid organisms. Compare and contrast the processes of sexual and asexual reproduction, identifying the advantages and disadvantages of each. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Relate the structure of each of the major plant organs and tissues to physiological processes. Describe the general processes of food production, support, water transport, and reproduction in the major parts of plants. Relate parts of plants, such as leaf, stem, root, seed, and flower, to the functions of food production, support, water transport, and reproduction. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). Test: Plants Curriculum Standards: Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Relate the structure of each of the major plant organs and tissues to physiological processes. Relate the structure of each of the major plant organs and tissues to physiological processes. Describe the general processes of food production, support, water transport, and reproduction in the major parts of plants. Relate parts of plants, such as leaf, stem, root, seed, and flower, to the functions of food production, support, water transport, and reproduction. Model chromosome progression through meiosis and fertilization in order to argue how the processes of sexual reproduction lead to both genetic similarities and variation in diploid organisms. Compare and contrast the processes of sexual and asexual reproduction, identifying the advantages and disadvantages of each. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Relate the structure of each of the major plant organs and tissues to physiological processes. Describe the general processes of food production, support, water transport, and reproduction in the major parts of plants. Relate parts of plants, such as leaf, stem, root, seed, and flower, to the functions of food production, support, water transport, and reproduction. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). eText: FL End-of-Course Test Practice: Plants Curriculum Standards: Recognize that plants and animals use water to live. Relate the structure of each of the major plant organs and tissues to physiological processes. Relate the structure of each of the major plant organs and tissues to physiological processes. Relate parts of plants, such as leaf, stem, root, seed, and flower, to the functions of food production, support, water transport, and reproduction. Recognize major plant parts, such as root, stem, leaf, and flower. Relate the structure of each of the major plant organs and tissues to physiological processes. Relate parts of plants, such as leaf, stem, root, seed, and flower, to the functions of food production, support, water transport, and reproduction. Recognize major plant parts, such as root, stem, leaf, and flower. Editable FL EOC Test: Plants Curriculum Standards: Recognize that plants and animals use water to live. Relate the structure of each of the major plant organs and tissues to physiological processes. Relate the structure of each of the major plant organs and tissues to physiological processes. Relate parts of plants, such as leaf, stem, root, seed, and flower, to the functions of food production, support, water transport, and reproduction. Recognize major plant parts, such as root, stem, leaf, and flower. Relate the structure of each of the major plant organs and tissues to physiological processes. Relate parts of plants, such as leaf, stem, root, seed, and flower, to the functions of food production, support, water transport, and reproduction. Recognize major plant parts, such as root, stem, leaf, and flower. FL End-of-Course Test Practice: Plants Curriculum Standards: Recognize that plants and animals use water to live. Relate the structure of each of the major plant organs and tissues to physiological processes. Relate the structure of each of the major plant organs and tissues to physiological processes. Relate parts of plants, such as leaf, stem, root, seed, and flower, to the functions of food production, support, water transport, and reproduction. Recognize major plant parts, such as root, stem, leaf, and flower. Relate the structure of each of the major plant organs and tissues to physiological processes. Relate parts of plants, such as leaf, stem, root, seed, and flower, to the functions of food production, support, water transport, and reproduction. Recognize major plant parts, such as root, stem, leaf, and flower. Enrichment: Plants Enrichment: Stems STEM Activity Chapter 23: Plant Structure and Function Chapter Opener: Plant Structure and Function eText: Plant Structure and Function Curriculum Standards: Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. In multicellular organisms, individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. (HS-LS1-4) Most multicellular organisms are composed of organ systems whose structures reflect their particular function. Recognize that small parts of a living thing can work together. Identify the reactants, products, and basic functions of photosynthesis. Create a model of photosynthesis demonstrating the net flow of matter and energy into a cell. Use the model to explain energy transfer from light energy into stored chemical energy in the product. Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen. (HS-LS1-5) Identify the reactants, products, and basic functions of photosynthesis. Identify the products and function of photosynthesis. Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. Utilize a model of a cell plasma membrane to compare the various types of cellular transport and test predictions about the movement of molecules into or out of a cell based on the homeostasis of energy and matter in cells. Feedback mechanisms maintain a living system's internal conditions within certain limits and mediate behaviors, allowing it to remain alive and functional even as external conditions change within some range. Feedback mechanisms can encourage (through positive feedback) or discourage (negative feedback) what is going on inside the living system. (HS-LS1-3) Multicellular organisms have a hierarchical structural organization, in which any one system is made up of numerous parts and is itself a component of the next level. (HS-LS1-2) Recognize that energy is stored in cells. Most multicellular organisms are composed of organ systems whose structures reflect their particular function. Recognize that small parts of a living thing can work together. Identify the reactants, products, and basic functions of photosynthesis. Identify the products and function of photosynthesis. Recognize that energy is stored in cells. Biology Foundations: Plant Structure and Function Lesson 1: Roots, Stems, and Leaves Connect Video: Why Leaves Change Color Curriculum Standards: Relate the structure of each of the major plant organs and tissues to physiological processes. Relate the structure of each of the major plant organs and tissues to physiological processes. Relate parts of plants, such as leaf, stem, root, seed, and flower, to the functions of food production, support, water transport, and reproduction. Recognize major plant parts, such as root, stem, leaf, and flower. Relate the structure of each of the major plant organs and tissues to physiological processes. Relate parts of plants, such as leaf, stem, root, seed, and flower, to the functions of food production, support, water transport, and reproduction. Recognize major plant parts, such as root, stem, leaf, and flower. Investigate eText: Roots, Stems, and Leaves Curriculum Standards: Relate the structure of each of the major plant organs and tissues to physiological processes. Relate the structure of each of the major plant organs and tissues to physiological processes. Relate parts of plants, such as leaf, stem, root, seed, and flower, to the functions of food production, support, water transport, and reproduction. Recognize major plant parts, such as root, stem, leaf, and flower. Relate the structure of each of the major plant organs and tissues to physiological processes. Relate parts of plants, such as leaf, stem, root, seed, and flower, to the functions of food production, support, water transport, and reproduction. Recognize major plant parts, such as root, stem, leaf, and flower. Quick Lab: What Is the Role of Leaves in Transpiration? Curriculum Standards: Relate the structure of each of the major plant organs and tissues to physiological processes. Relate the structure of each of the major plant organs and tissues to physiological processes. Relate parts of plants, such as leaf, stem, root, seed, and flower, to the functions of food production, support, water transport, and reproduction. Recognize major plant parts, such as root, stem, leaf, and flower. Relate the structure of each of the major plant organs and tissues to physiological processes. Relate parts of plants, such as leaf, stem, root, seed, and flower, to the functions of food production, support, water transport, and reproduction. Recognize major plant parts, such as root, stem, leaf, and flower. Interactivity: Plant Structure and Function Curriculum Standards: Relate the structure of each of the major plant organs and tissues to physiological processes. Relate the structure of each of the major plant organs and tissues to physiological processes. Relate parts of plants, such as leaf, stem, root, seed, and flower, to the functions of food production, support, water transport, and reproduction. Recognize major plant parts, such as root, stem, leaf, and flower. Relate the structure of each of the major plant organs and tissues to physiological processes. Relate parts of plants, such as leaf, stem, root, seed, and flower, to the functions of food production, support, water transport, and reproduction. Recognize major plant parts, such as root, stem, leaf, and flower. Spanish Workbook: Specialized Tissues in Plants Spanish Workbook: Roots Spanish Workbook: Stems Spanish Workbook: Leaves Editable Presentation: Roots, Stems, and Leaves Synthesize Science Skills Activity: Plant Leaf Adaptations Curriculum Standards: Relate the structure of each of the major plant organs and tissues to physiological processes. Relate the structure of each of the major plant organs and tissues to physiological processes. Relate parts of plants, such as leaf, stem, root, seed, and flower, to the functions of food production, support, water transport, and reproduction. Recognize major plant parts, such as root, stem, leaf, and flower. Relate the structure of each of the major plant organs and tissues to physiological processes. Relate parts of plants, such as leaf, stem, root, seed, and flower, to the functions of food production, support, water transport, and reproduction. Recognize major plant parts, such as root, stem, leaf, and flower. Science Skills Worksheet: Plant Leaf Adaptations Curriculum Standards: Relate the structure of each of the major plant organs and tissues to physiological processes. Relate the structure of each of the major plant organs and tissues to physiological processes. Relate parts of plants, such as leaf, stem, root, seed, and flower, to the functions of food production, support, water transport, and reproduction. Recognize major plant parts, such as root, stem, leaf, and flower. Relate the structure of each of the major plant organs and tissues to physiological processes. Relate parts of plants, such as leaf, stem, root, seed, and flower, to the functions of food production, support, water transport, and reproduction. Recognize major plant parts, such as root, stem, leaf, and flower. PBL Laboratory Investigation: How Are Plants Affected by Pollutants? Curriculum Standards: Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity. Evaluate competing design solutions to a real-world problem based on scientific ideas and principles, empirical evidence, and logical arguments regarding relevant factors. Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity. Create a computational simulation to illustrate the relationships among management of natural resources, the sustainability of human populations, and biodiversity. The sustainability of human societies and the biodiversity that supports them requires responsible management of natural resources. (HS-ESS3-3) A complex set of interactions within an ecosystem can keep its numbers and types of organisms relatively constant over long periods of time under stable conditions. If a modest biological or physical disturbance to an ecosystem occurs, it may return to its more or less original status, as opposed to becoming a very different ecosystem. Extreme fluctuations in conditions or the size of any population, however, can challenge the functioning of ecosystems in terms of resources and habitat availability. (HS-LS2-2),(HS-LS2-6) Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. Demonstrate eText: Lesson Review: Roots, Stems, and Leaves Curriculum Standards: Relate the structure of each of the major plant organs and tissues to physiological processes. Relate the structure of each of the major plant organs and tissues to physiological processes. Describe the general processes of food production, support, water transport, and reproduction in the major parts of plants. Relate parts of plants, such as leaf, stem, root, seed, and flower, to the functions of food production, support, water transport, and reproduction. Relate the structure of each of the major plant organs and tissues to physiological processes. Describe the general processes of food production, support, water transport, and reproduction in the major parts of plants. Relate parts of plants, such as leaf, stem, root, seed, and flower, to the functions of food production, support, water transport, and reproduction. Quiz Review: Roots, Stems, and Leaves Curriculum Standards: Relate the structure of each of the major plant organs and tissues to physiological processes. Relate the structure of each of the major plant organs and tissues to physiological processes. Describe the general processes of food production, support, water transport, and reproduction in the major parts of plants. Relate parts of plants, such as leaf, stem, root, seed, and flower, to the functions of food production, support, water transport, and reproduction. Relate the structure of each of the major plant organs and tissues to physiological processes. Describe the general processes of food production, support, water transport, and reproduction in the major parts of plants. Relate parts of plants, such as leaf, stem, root, seed, and flower, to the functions of food production, support, water transport, and reproduction. Editable Quiz: Roots, Stems, and Leaves Curriculum Standards: Relate the structure of each of the major plant organs and tissues to physiological processes. Relate the structure of each of the major plant organs and tissues to physiological processes. Describe the general processes of food production, support, water transport, and reproduction in the major parts of plants. Relate parts of plants, such as leaf, stem, root, seed, and flower, to the functions of food production, support, water transport, and reproduction. Relate the structure of each of the major plant organs and tissues to physiological processes. Describe the general processes of food production, support, water transport, and reproduction in the major parts of plants. Relate parts of plants, such as leaf, stem, root, seed, and flower, to the functions of food production, support, water transport, and reproduction. Quiz: Roots, Stems, and Leaves Curriculum Standards: Relate the structure of each of the major plant organs and tissues to physiological processes. Relate the structure of each of the major plant organs and tissues to physiological processes. Describe the general processes of food production, support, water transport, and reproduction in the major parts of plants. Relate parts of plants, such as leaf, stem, root, seed, and flower, to the functions of food production, support, water transport, and reproduction. Relate the structure of each of the major plant organs and tissues to physiological processes. Describe the general processes of food production, support, water transport, and reproduction in the major parts of plants. Relate parts of plants, such as leaf, stem, root, seed, and flower, to the functions of food production, support, water transport, and reproduction. Lesson 2: Plant Hormones and Tropisms Connect Inquiry Warm-Up Lab: Let in the Light Curriculum Standards: Relate the structure of each of the major plant organs and tissues to physiological processes. Relate the structure of each of the major plant organs and tissues to physiological processes. Relate parts of plants, such as leaf, stem, root, seed, and flower, to the functions of food production, support, water transport, and reproduction. Recognize major plant parts, such as root, stem, leaf, and flower. Relate the structure of each of the major plant organs and tissues to physiological processes. Relate parts of plants, such as leaf, stem, root, seed, and flower, to the functions of food production, support, water transport, and reproduction. Recognize major plant parts, such as root, stem, leaf, and flower. Investigate eText: Plant Hormones and Tropisms Curriculum Standards: Relate the structure of each of the major plant organs and tissues to physiological processes. Relate the structure of each of the major plant organs and tissues to physiological processes. Relate parts of plants, such as leaf, stem, root, seed, and flower, to the functions of food production, support, water transport, and reproduction. Recognize major plant parts, such as root, stem, leaf, and flower. Relate the structure of each of the major plant organs and tissues to physiological processes. Relate parts of plants, such as leaf, stem, root, seed, and flower, to the functions of food production, support, water transport, and reproduction. Recognize major plant parts, such as root, stem, leaf, and flower. Analyzing Data: Auxins and Plant Growth Interactivity: Plant Hormones and Growth Curriculum Standards: Relate the structure of each of the major plant organs and tissues to physiological processes. Relate the structure of each of the major plant organs and tissues to physiological processes. Relate parts of plants, such as leaf, stem, root, seed, and flower, to the functions of food production, support, water transport, and reproduction. Recognize major plant parts, such as root, stem, leaf, and flower. Relate the structure of each of the major plant organs and tissues to physiological processes. Relate parts of plants, such as leaf, stem, root, seed, and flower, to the functions of food production, support, water transport, and reproduction. Recognize major plant parts, such as root, stem, leaf, and flower. Spanish Workbook: Plant Hormones Editable Presentation: Plant Hormones and Tropisms Synthesize Science Skills Activity: Photoperiodism Science Skills Worksheet: Photoperiodism Demonstrate eText: Lesson Review: Plant Hormones and Tropisms Curriculum Standards: Relate the structure of each of the major plant organs and tissues to physiological processes. Relate the structure of each of the major plant organs and tissues to physiological processes. Relate parts of plants, such as leaf, stem, root, seed, and flower, to the functions of food production, support, water transport, and reproduction. Recognize major plant parts, such as root, stem, leaf, and flower. Relate the structure of each of the major plant organs and tissues to physiological processes. Relate parts of plants, such as leaf, stem, root, seed, and flower, to the functions of food production, support, water transport, and reproduction. Recognize major plant parts, such as root, stem, leaf, and flower. Quiz Review: Plant Hormones and Tropisms Curriculum Standards: Relate the structure of each of the major plant organs and tissues to physiological processes. Relate the structure of each of the major plant organs and tissues to physiological processes. Relate parts of plants, such as leaf, stem, root, seed, and flower, to the functions of food production, support, water transport, and reproduction. Recognize major plant parts, such as root, stem, leaf, and flower. Relate the structure of each of the major plant organs and tissues to physiological processes. Relate parts of plants, such as leaf, stem, root, seed, and flower, to the functions of food production, support, water transport, and reproduction. Recognize major plant parts, such as root, stem, leaf, and flower. Editable Quiz: Plant Hormones and Tropisms Curriculum Standards: Relate the structure of each of the major plant organs and tissues to physiological processes. Relate the structure of each of the major plant organs and tissues to physiological processes. Relate parts of plants, such as leaf, stem, root, seed, and flower, to the functions of food production, support, water transport, and reproduction. Recognize major plant parts, such as root, stem, leaf, and flower. Relate the structure of each of the major plant organs and tissues to physiological processes. Relate parts of plants, such as leaf, stem, root, seed, and flower, to the functions of food production, support, water transport, and reproduction. Recognize major plant parts, such as root, stem, leaf, and flower. Quiz: Plant Hormones and Tropisms Curriculum Standards: Relate the structure of each of the major plant organs and tissues to physiological processes. Relate the structure of each of the major plant organs and tissues to physiological processes. Relate parts of plants, such as leaf, stem, root, seed, and flower, to the functions of food production, support, water transport, and reproduction. Recognize major plant parts, such as root, stem, leaf, and flower. Relate the structure of each of the major plant organs and tissues to physiological processes. Relate parts of plants, such as leaf, stem, root, seed, and flower, to the functions of food production, support, water transport, and reproduction. Recognize major plant parts, such as root, stem, leaf, and flower. Lesson 3: Plants and People Connect Video: The Biology of Zombies Investigate eText: Plants and People Interactivity: Human Influence on Agriculture Spanish Workbook: Plants and Humans Editable Presentation: Plants and People Synthesize Interactive Video: Interaction of People and Plants Over Time Exploration Lab: How Do Plant Adaptations Compare? Curriculum Standards: 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). Analyze data using tools, technologies, and/or models in order to make valid and reliable scientific claims or determine an optimal design solution. 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Relate the structure of each of the major plant organs and tissues to physiological processes. Relate the structure of each of the major plant organs and tissues to physiological processes. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). 5. Plan investigations, (Design and evaluate a scientific investigation). Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data and refine the design accordingly. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 10. Communicate results of scientific investigations, and 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. 11. Evaluate the merits of the explanations produced by others. 11. Evaluate the merits of the explanations produced by others. Evaluate evidence behind currently accepted explanations or solutions to determine the merits of arguments. Construct an explanation based on valid and reliable evidence obtained from a variety of sources (including students' own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Relate parts of plants, such as leaf, stem, root, seed, and flower, to the functions of food production, support, water transport, and reproduction. Recognize major plant parts, such as root, stem, leaf, and flower. Evaluate the validity and reliability of multiple claims, methods, and/or designs that appear in scientific and technical texts or media reports, verifying the data when possible. 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Relate the structure of each of the major plant organs and tissues to physiological processes. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. 11. Evaluate the merits of the explanations produced by others. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Relate parts of plants, such as leaf, stem, root, seed, and flower, to the functions of food production, support, water transport, and reproduction. Recognize major plant parts, such as root, stem, leaf, and flower. Foundations Exploration Lab: How Do Plant Adaptations Compare? PBL Authentic Reading: Walnut Trees May Not be Able to Withstand Climate Change Demonstrate eText: Lesson Review: Plants and People Curriculum Standards: Recognize a food. Recognize a food. Quiz Review: Plants and People Curriculum Standards: Recognize a food. Recognize a food. Editable Quiz: Plants and People Curriculum Standards: Recognize a food. Recognize a food. Quiz: Plants and People Curriculum Standards: Recognize a food. Recognize a food. Chapter Close: Plant Structure and Function eText: Case Study Wrap-Up: How Can We Save the Crops We Depend On? Curriculum Standards: Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Recognize possible changes in an ecosystem (biodiversity) that can result from natural catastrophic events, changes in climate, and human activity. Recognize changes in living things (biodiversity) that can result from natural catastrophic events and human activity. Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. (secondary to HS-LS2-7), (HS-LS4-6) Moreover, anthropogenic changes (induced by human activity) in the environment—including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change—can disrupt an ecosystem and threaten the survival of some species. (HS-LS2-7) Biodiversity is increased by the formation of new species (speciation) and decreased by the loss of species (extinction). (secondary to HS-LS2-7) Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. Identify that clean water and air are important for supporting life in an ecosystem. Recognize examples of mutual relationships between people and other living things. Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Recognize possible changes in an ecosystem (biodiversity) that can result from natural catastrophic events, changes in climate, and human activity. Recognize changes in living things (biodiversity) that can result from natural catastrophic events and human activity. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. Identify that clean water and air are important for supporting life in an ecosystem. Recognize examples of mutual relationships between people and other living things. Career Video: Beekeeper eText: Chapter 23 Study Guide Curriculum Standards: Identify the reactants, products, and basic functions of photosynthesis. The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen. (HS-LS1-5) Identify the reactants, products, and basic functions of photosynthesis. Identify the products and function of photosynthesis. Recognize that the function of photosynthesis is to produce food for plants. Relate the structure of each of the major plant organs and tissues to physiological processes. Relate the structure of each of the major plant organs and tissues to physiological processes. Describe the general processes of food production, support, water transport, and reproduction in the major parts of plants. Relate parts of plants, such as leaf, stem, root, seed, and flower, to the functions of food production, support, water transport, and reproduction. Recognize a food. Recognize major plant parts, such as root, stem, leaf, and flower. Identify the reactants, products, and basic functions of photosynthesis. Identify the products and function of photosynthesis. Recognize that the function of photosynthesis is to produce food for plants. Relate the structure of each of the major plant organs and tissues to physiological processes. Describe the general processes of food production, support, water transport, and reproduction in the major parts of plants. Relate parts of plants, such as leaf, stem, root, seed, and flower, to the functions of food production, support, water transport, and reproduction. Recognize a food. Recognize major plant parts, such as root, stem, leaf, and flower. eText: Performance-Based-Assessment: Design a Rooftop Garden Curriculum Standards: 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability. Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability. Identify ways individuals can help the environment. Recognize a way to help the local environment. Analyze data using tools, technologies, and/or models in order to make valid and reliable scientific claims or determine an optimal design solution. 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). 5. Plan investigations, (Design and evaluate a scientific investigation). Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data and refine the design accordingly. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 10. Communicate results of scientific investigations, and 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. Describe ways the lifestyles of individuals and groups can help or hurt the environment. 11. Evaluate the merits of the explanations produced by others. 11. Evaluate the merits of the explanations produced by others. Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. Evaluate evidence behind currently accepted explanations or solutions to determine the merits of arguments. a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed. c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. Recognize that scientific knowledge can be challenged or confirmed by new investigations and reexamination. d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented. Construct an explanation based on valid and reliable evidence obtained from a variety of sources (including students' own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Evaluate the validity and reliability of multiple claims, methods, and/or designs that appear in scientific and technical texts or media reports, verifying the data when possible. 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability. Identify ways individuals can help the environment. Recognize a way to help the local environment. 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. Describe ways the lifestyles of individuals and groups can help or hurt the environment. 11. Evaluate the merits of the explanations produced by others. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. Recognize that scientific knowledge can be challenged or confirmed by new investigations and reexamination. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. eText: Chapter 23 Assessment Curriculum Standards: Identify the reactants, products, and basic functions of photosynthesis. The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen. (HS-LS1-5) Identify the reactants, products, and basic functions of photosynthesis. Identify the products and function of photosynthesis. Recognize that the function of photosynthesis is to produce food for plants. Relate the structure of each of the major plant organs and tissues to physiological processes. Relate the structure of each of the major plant organs and tissues to physiological processes. Describe the general processes of food production, support, water transport, and reproduction in the major parts of plants. Relate parts of plants, such as leaf, stem, root, seed, and flower, to the functions of food production, support, water transport, and reproduction. Recognize a food. Recognize major plant parts, such as root, stem, leaf, and flower. Identify the reactants, products, and basic functions of photosynthesis. Identify the products and function of photosynthesis. Recognize that the function of photosynthesis is to produce food for plants. Relate the structure of each of the major plant organs and tissues to physiological processes. Describe the general processes of food production, support, water transport, and reproduction in the major parts of plants. Relate parts of plants, such as leaf, stem, root, seed, and flower, to the functions of food production, support, water transport, and reproduction. Recognize a food. Recognize major plant parts, such as root, stem, leaf, and flower. Test Review: Plant Structure and Function Curriculum Standards: Identify the reactants, products, and basic functions of photosynthesis. The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen. (HS-LS1-5) Identify the reactants, products, and basic functions of photosynthesis. Identify the products and function of photosynthesis. Recognize that the function of photosynthesis is to produce food for plants. Relate the structure of each of the major plant organs and tissues to physiological processes. Relate the structure of each of the major plant organs and tissues to physiological processes. Describe the general processes of food production, support, water transport, and reproduction in the major parts of plants. Relate parts of plants, such as leaf, stem, root, seed, and flower, to the functions of food production, support, water transport, and reproduction. Recognize a food. Recognize major plant parts, such as root, stem, leaf, and flower. Identify the reactants, products, and basic functions of photosynthesis. Identify the products and function of photosynthesis. Recognize that the function of photosynthesis is to produce food for plants. Relate the structure of each of the major plant organs and tissues to physiological processes. Describe the general processes of food production, support, water transport, and reproduction in the major parts of plants. Relate parts of plants, such as leaf, stem, root, seed, and flower, to the functions of food production, support, water transport, and reproduction. Recognize a food. Recognize major plant parts, such as root, stem, leaf, and flower. Editable Test: Plant Structure and Function Curriculum Standards: Identify the reactants, products, and basic functions of photosynthesis. The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen. (HS-LS1-5) Identify the reactants, products, and basic functions of photosynthesis. Identify the products and function of photosynthesis. Recognize that the function of photosynthesis is to produce food for plants. Relate the structure of each of the major plant organs and tissues to physiological processes. Relate the structure of each of the major plant organs and tissues to physiological processes. Describe the general processes of food production, support, water transport, and reproduction in the major parts of plants. Relate parts of plants, such as leaf, stem, root, seed, and flower, to the functions of food production, support, water transport, and reproduction. Recognize a food. Recognize major plant parts, such as root, stem, leaf, and flower. Identify the reactants, products, and basic functions of photosynthesis. Identify the products and function of photosynthesis. Recognize that the function of photosynthesis is to produce food for plants. Relate the structure of each of the major plant organs and tissues to physiological processes. Describe the general processes of food production, support, water transport, and reproduction in the major parts of plants. Relate parts of plants, such as leaf, stem, root, seed, and flower, to the functions of food production, support, water transport, and reproduction. Recognize a food. Recognize major plant parts, such as root, stem, leaf, and flower. Test: Plant Structure and Function Curriculum Standards: Identify the reactants, products, and basic functions of photosynthesis. The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen. (HS-LS1-5) Identify the reactants, products, and basic functions of photosynthesis. Identify the products and function of photosynthesis. Recognize that the function of photosynthesis is to produce food for plants. Relate the structure of each of the major plant organs and tissues to physiological processes. Relate the structure of each of the major plant organs and tissues to physiological processes. Describe the general processes of food production, support, water transport, and reproduction in the major parts of plants. Relate parts of plants, such as leaf, stem, root, seed, and flower, to the functions of food production, support, water transport, and reproduction. Recognize a food. Recognize major plant parts, such as root, stem, leaf, and flower. Identify the reactants, products, and basic functions of photosynthesis. Identify the products and function of photosynthesis. Recognize that the function of photosynthesis is to produce food for plants. Relate the structure of each of the major plant organs and tissues to physiological processes. Describe the general processes of food production, support, water transport, and reproduction in the major parts of plants. Relate parts of plants, such as leaf, stem, root, seed, and flower, to the functions of food production, support, water transport, and reproduction. Recognize a food. Recognize major plant parts, such as root, stem, leaf, and flower. eText: FL End-of-Course Test Practice: Plant Structure and Function Curriculum Standards: Relate the structure of each of the major plant organs and tissues to physiological processes. Relate the structure of each of the major plant organs and tissues to physiological processes. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Identify that clean water and air are important for supporting life in an ecosystem. Recognize examples of mutual relationships between people and other living things. Relate parts of plants, such as leaf, stem, root, seed, and flower, to the functions of food production, support, water transport, and reproduction. Recognize major plant parts, such as root, stem, leaf, and flower. Relate the structure of each of the major plant organs and tissues to physiological processes. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Identify that clean water and air are important for supporting life in an ecosystem. Recognize examples of mutual relationships between people and other living things. Relate parts of plants, such as leaf, stem, root, seed, and flower, to the functions of food production, support, water transport, and reproduction. Recognize major plant parts, such as root, stem, leaf, and flower. Editable FL EOC Test: Plant Structure and Function Curriculum Standards: Relate the structure of each of the major plant organs and tissues to physiological processes. Relate the structure of each of the major plant organs and tissues to physiological processes. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Identify that clean water and air are important for supporting life in an ecosystem. Recognize examples of mutual relationships between people and other living things. Relate parts of plants, such as leaf, stem, root, seed, and flower, to the functions of food production, support, water transport, and reproduction. Recognize major plant parts, such as root, stem, leaf, and flower. Relate the structure of each of the major plant organs and tissues to physiological processes. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Identify that clean water and air are important for supporting life in an ecosystem. Recognize examples of mutual relationships between people and other living things. Relate parts of plants, such as leaf, stem, root, seed, and flower, to the functions of food production, support, water transport, and reproduction. Recognize major plant parts, such as root, stem, leaf, and flower. FL End-of-Course Test Practice: Plant Structure and Function Curriculum Standards: Relate the structure of each of the major plant organs and tissues to physiological processes. Relate the structure of each of the major plant organs and tissues to physiological processes. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Identify that clean water and air are important for supporting life in an ecosystem. Recognize examples of mutual relationships between people and other living things. Relate parts of plants, such as leaf, stem, root, seed, and flower, to the functions of food production, support, water transport, and reproduction. Recognize major plant parts, such as root, stem, leaf, and flower. Relate the structure of each of the major plant organs and tissues to physiological processes. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Identify that clean water and air are important for supporting life in an ecosystem. Recognize examples of mutual relationships between people and other living things. Relate parts of plants, such as leaf, stem, root, seed, and flower, to the functions of food production, support, water transport, and reproduction. Recognize major plant parts, such as root, stem, leaf, and flower. Enrichment: Plant Structure and Function HHMI Enrichment Video: Popped Secret: The Mysterious Origin of Corn - Part 1 HHMI Enrichment Video: Popped Secret: The Mysterious Origin of Corn - Part 2 HHMI Enrichment Video: Popped Secret: The Mysterious Origin of Corn - Part 3 HHMI Enrichment Video: The Mysterious Origin of Corn Student Quiz HHMI Enrichment Activity: The Teosinte Hypothesis Chapter 24: Animal Evolution, Diversity, and Behavior Chapter Opener: Animal Evolution, Diversity, and Behavior eText: Animal Evolution, Diversity, and Behavior Curriculum Standards: Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Evaluate scientific data collected from analysis of molecular sequences, fossil records, biogeography, and embryology. Identify chronological patterns of change and communicate that biological evolution is supported by multiple lines of empirical evidence that identify similarities inherited from a common ancestor (homologies). Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. Genetic information provides evidence of evolution. DNA sequences vary among species, but there are many overlaps; in fact, the ongoing branching that produces multiple lines of descent can be inferred by comparing the DNA sequences of different organisms. Such information is also derivable from the similarities and differences in amino acid sequences and from anatomical and embryological evidence. (HS-LS4-1) Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Identify sources of information and assess their reliability according to the strict standards of scientific investigation. Identify sources of information and assess their reliability according to the strict standards of scientific investigation. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. (HS-LS4-3),(HS-LS4-4) Recognize that some living things produce very large numbers of offspring to ensure that enough survive to continue the species (a condition for natural selection). Explain the reasons for changes in how organisms are classified. Explain the reasons for changes in how organisms are classified. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Recognize that animals produce offspring. Obtain, evaluate, and communicate information on how molecular biotechnology may be used in a variety of fields. The traits that positively affect survival are more likely to be reproduced, and thus are more common in the population. (HS-LS4-3) Natural selection occurs only if there is both (1) variation in the genetic information between organisms in a population and (2) variation in the expression of that genetic information—that is, trait variation—that leads to differences in performance among individuals. (HS-LS4-2),(HS-LS4-3) Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. 3. Examine books and other sources of information to see what is already known, 3. Examine books and other sources of information to see what is already known, Analyze through research the cycling of matter in our biosphere and explain how biogeochemical cycles are critical for ecosystem function. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Recognize that some living things, such as fish and turtles, produce very large numbers of offspring because most will die as a result of dangers in the environment before they grow up. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Organisms are classified based on their evolutionary history. Identify basic trends in hominid evolution from early ancestors six million years ago to modern humans, including brain size, jaw size, language, and manufacture of tools. Identify basic trends in hominid evolution from early ancestors six million years ago to modern humans, including brain size, jaw size, language, and manufacture of tools. Recognize ways that the appearance of humans, their language, and their tools have changed over time. Recognize that humans have changed in appearance over a very long period of time. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, The scientific theory of evolution is supported by multiple forms of scientific evidence. Describe how scientific inferences are drawn from scientific observations and provide examples from the content being studied. Describe how scientific inferences are drawn from scientific observations and provide examples from the content being studied. Classify living organisms into their kingdoms. Match organisms to the animal, plant, and fungus kingdoms. Sort common living things into plant and animal kingdoms. Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. Recognize that plants need water, light, and air to grow. Identify that prehistoric plants and animals changed over time (evolved) or became extinct. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Identify sources of information and assess their reliability according to the strict standards of scientific investigation. Recognize that some living things produce very large numbers of offspring to ensure that enough survive to continue the species (a condition for natural selection). Explain the reasons for changes in how organisms are classified. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Recognize that animals produce offspring. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. 3. Examine books and other sources of information to see what is already known, 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Recognize that some living things, such as fish and turtles, produce very large numbers of offspring because most will die as a result of dangers in the environment before they grow up. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Organisms are classified based on their evolutionary history. Identify basic trends in hominid evolution from early ancestors six million years ago to modern humans, including brain size, jaw size, language, and manufacture of tools. Recognize ways that the appearance of humans, their language, and their tools have changed over time. Recognize that humans have changed in appearance over a very long period of time. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, The scientific theory of evolution is supported by multiple forms of scientific evidence. Describe how scientific inferences are drawn from scientific observations and provide examples from the content being studied. Classify living organisms into their kingdoms. Match organisms to the animal, plant, and fungus kingdoms. Sort common living things into plant and animal kingdoms. Recognize that plants need water, light, and air to grow. Identify that prehistoric plants and animals changed over time (evolved) or became extinct. Biology Foundations: Animal Evolution, Diversity, and Behavior Curriculum Standards: Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Evaluate scientific data collected from analysis of molecular sequences, fossil records, biogeography, and embryology. Identify chronological patterns of change and communicate that biological evolution is supported by multiple lines of empirical evidence that identify similarities inherited from a common ancestor (homologies). Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. Genetic information provides evidence of evolution. DNA sequences vary among species, but there are many overlaps; in fact, the ongoing branching that produces multiple lines of descent can be inferred by comparing the DNA sequences of different organisms. Such information is also derivable from the similarities and differences in amino acid sequences and from anatomical and embryological evidence. (HS-LS4-1) Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Identify sources of information and assess their reliability according to the strict standards of scientific investigation. Identify sources of information and assess their reliability according to the strict standards of scientific investigation. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. (HS-LS4-3),(HS-LS4-4) Recognize that some living things produce very large numbers of offspring to ensure that enough survive to continue the species (a condition for natural selection). Explain the reasons for changes in how organisms are classified. Explain the reasons for changes in how organisms are classified. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Recognize that animals produce offspring. Obtain, evaluate, and communicate information on how molecular biotechnology may be used in a variety of fields. The traits that positively affect survival are more likely to be reproduced, and thus are more common in the population. (HS-LS4-3) Natural selection occurs only if there is both (1) variation in the genetic information between organisms in a population and (2) variation in the expression of that genetic information—that is, trait variation—that leads to differences in performance among individuals. (HS-LS4-2),(HS-LS4-3) Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. 3. Examine books and other sources of information to see what is already known, 3. Examine books and other sources of information to see what is already known, Analyze through research the cycling of matter in our biosphere and explain how biogeochemical cycles are critical for ecosystem function. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Recognize that some living things, such as fish and turtles, produce very large numbers of offspring because most will die as a result of dangers in the environment before they grow up. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Organisms are classified based on their evolutionary history. Identify basic trends in hominid evolution from early ancestors six million years ago to modern humans, including brain size, jaw size, language, and manufacture of tools. Identify basic trends in hominid evolution from early ancestors six million years ago to modern humans, including brain size, jaw size, language, and manufacture of tools. Recognize ways that the appearance of humans, their language, and their tools have changed over time. Recognize that humans have changed in appearance over a very long period of time. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, The scientific theory of evolution is supported by multiple forms of scientific evidence. Describe how scientific inferences are drawn from scientific observations and provide examples from the content being studied. Describe how scientific inferences are drawn from scientific observations and provide examples from the content being studied. Classify living organisms into their kingdoms. Match organisms to the animal, plant, and fungus kingdoms. Sort common living things into plant and animal kingdoms. Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. Recognize that plants need water, light, and air to grow. Identify that prehistoric plants and animals changed over time (evolved) or became extinct. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Identify sources of information and assess their reliability according to the strict standards of scientific investigation. Recognize that some living things produce very large numbers of offspring to ensure that enough survive to continue the species (a condition for natural selection). Explain the reasons for changes in how organisms are classified. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Recognize that animals produce offspring. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. 3. Examine books and other sources of information to see what is already known, 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Recognize that some living things, such as fish and turtles, produce very large numbers of offspring because most will die as a result of dangers in the environment before they grow up. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Organisms are classified based on their evolutionary history. Identify basic trends in hominid evolution from early ancestors six million years ago to modern humans, including brain size, jaw size, language, and manufacture of tools. Recognize ways that the appearance of humans, their language, and their tools have changed over time. Recognize that humans have changed in appearance over a very long period of time. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, The scientific theory of evolution is supported by multiple forms of scientific evidence. Describe how scientific inferences are drawn from scientific observations and provide examples from the content being studied. Classify living organisms into their kingdoms. Match organisms to the animal, plant, and fungus kingdoms. Sort common living things into plant and animal kingdoms. Recognize that plants need water, light, and air to grow. Identify that prehistoric plants and animals changed over time (evolved) or became extinct. Lesson 1: Introduction to Animals Connect Class Discussion: What Is an Animal? Investigate eText: Introduction to Animals Curriculum Standards: Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Evaluate scientific data collected from analysis of molecular sequences, fossil records, biogeography, and embryology. Identify chronological patterns of change and communicate that biological evolution is supported by multiple lines of empirical evidence that identify similarities inherited from a common ancestor (homologies). Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. Genetic information provides evidence of evolution. DNA sequences vary among species, but there are many overlaps; in fact, the ongoing branching that produces multiple lines of descent can be inferred by comparing the DNA sequences of different organisms. Such information is also derivable from the similarities and differences in amino acid sequences and from anatomical and embryological evidence. (HS-LS4-1) Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Recognize that animals produce offspring. Recognize similarities in characteristics of plants and animals of the same type (species). Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Identify basic trends in hominid evolution from early ancestors six million years ago to modern humans, including brain size, jaw size, language, and manufacture of tools. Identify basic trends in hominid evolution from early ancestors six million years ago to modern humans, including brain size, jaw size, language, and manufacture of tools. Recognize ways that the appearance of humans, their language, and their tools have changed over time. Recognize that humans have changed in appearance over a very long period of time. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, The scientific theory of evolution is supported by multiple forms of scientific evidence. Organisms are classified based on their evolutionary history. Classify living organisms into their kingdoms. Match organisms to the animal, plant, and fungus kingdoms. Sort common living things into plant and animal kingdoms. Recognize that plants need water, light, and air to grow. Identify that prehistoric plants and animals changed over time (evolved) or became extinct. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Recognize that animals produce offspring. Recognize similarities in characteristics of plants and animals of the same type (species). Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Identify basic trends in hominid evolution from early ancestors six million years ago to modern humans, including brain size, jaw size, language, and manufacture of tools. Recognize ways that the appearance of humans, their language, and their tools have changed over time. Recognize that humans have changed in appearance over a very long period of time. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, The scientific theory of evolution is supported by multiple forms of scientific evidence. Organisms are classified based on their evolutionary history. Classify living organisms into their kingdoms. Match organisms to the animal, plant, and fungus kingdoms. Sort common living things into plant and animal kingdoms. Recognize that plants need water, light, and air to grow. Identify that prehistoric plants and animals changed over time (evolved) or became extinct. Quick Lab: How Can Body Symmetry Affect Movement? Interactivity: Animals Curriculum Standards: Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. In multicellular organisms, individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. (HS-LS1-4) Most multicellular organisms are composed of organ systems whose structures reflect their particular function. Recognize that small parts of a living thing can work together. Multicellular organisms have a hierarchical structural organization, in which any one system is made up of numerous parts and is itself a component of the next level. (HS-LS1-2) Most multicellular organisms are composed of organ systems whose structures reflect their particular function. Recognize that small parts of a living thing can work together. Spanish Workbook: What Is an Animal? Editable Presentation: Introduction to Animals Synthesize Science Skills Activity: Classifying an Unknown Animal Curriculum Standards: Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. In multicellular organisms, individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. (HS-LS1-4) Most multicellular organisms are composed of organ systems whose structures reflect their particular function. Recognize that small parts of a living thing can work together. Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. Utilize a model of a cell plasma membrane to compare the various types of cellular transport and test predictions about the movement of molecules into or out of a cell based on the homeostasis of energy and matter in cells. Feedback mechanisms maintain a living system's internal conditions within certain limits and mediate behaviors, allowing it to remain alive and functional even as external conditions change within some range. Feedback mechanisms can encourage (through positive feedback) or discourage (negative feedback) what is going on inside the living system. (HS-LS1-3) Multicellular organisms have a hierarchical structural organization, in which any one system is made up of numerous parts and is itself a component of the next level. (HS-LS1-2) Most multicellular organisms are composed of organ systems whose structures reflect their particular function. Recognize that small parts of a living thing can work together. Science Skills Worksheet: Classifying an Unknown Animal Demonstrate eText: Lesson Review: Introduction to Animals Curriculum Standards: Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Evaluate scientific data collected from analysis of molecular sequences, fossil records, biogeography, and embryology. Identify chronological patterns of change and communicate that biological evolution is supported by multiple lines of empirical evidence that identify similarities inherited from a common ancestor (homologies). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Organisms are classified based on their evolutionary history. Multicellular organisms have a hierarchical structural organization, in which any one system is made up of numerous parts and is itself a component of the next level. (HS-LS1-2) Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Organisms are classified based on their evolutionary history. Quiz Review: Introduction to Animals Curriculum Standards: Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Evaluate scientific data collected from analysis of molecular sequences, fossil records, biogeography, and embryology. Identify chronological patterns of change and communicate that biological evolution is supported by multiple lines of empirical evidence that identify similarities inherited from a common ancestor (homologies). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Organisms are classified based on their evolutionary history. Multicellular organisms have a hierarchical structural organization, in which any one system is made up of numerous parts and is itself a component of the next level. (HS-LS1-2) Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Organisms are classified based on their evolutionary history. Editable Quiz: Introduction to Animals Curriculum Standards: Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Evaluate scientific data collected from analysis of molecular sequences, fossil records, biogeography, and embryology. Identify chronological patterns of change and communicate that biological evolution is supported by multiple lines of empirical evidence that identify similarities inherited from a common ancestor (homologies). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Organisms are classified based on their evolutionary history. Multicellular organisms have a hierarchical structural organization, in which any one system is made up of numerous parts and is itself a component of the next level. (HS-LS1-2) Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Organisms are classified based on their evolutionary history. Quiz: Introduction to Animals Curriculum Standards: Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Evaluate scientific data collected from analysis of molecular sequences, fossil records, biogeography, and embryology. Identify chronological patterns of change and communicate that biological evolution is supported by multiple lines of empirical evidence that identify similarities inherited from a common ancestor (homologies). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Organisms are classified based on their evolutionary history. Multicellular organisms have a hierarchical structural organization, in which any one system is made up of numerous parts and is itself a component of the next level. (HS-LS1-2) Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Organisms are classified based on their evolutionary history. Lesson 2: Animal Evolution and Diversity Connect Class Discussion: Chordates Curriculum Standards: Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Evaluate scientific data collected from analysis of molecular sequences, fossil records, biogeography, and embryology. Identify chronological patterns of change and communicate that biological evolution is supported by multiple lines of empirical evidence that identify similarities inherited from a common ancestor (homologies). Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. Genetic information provides evidence of evolution. DNA sequences vary among species, but there are many overlaps; in fact, the ongoing branching that produces multiple lines of descent can be inferred by comparing the DNA sequences of different organisms. Such information is also derivable from the similarities and differences in amino acid sequences and from anatomical and embryological evidence. (HS-LS4-1) Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Investigate eText: Animal Evolution and Diversity Curriculum Standards: Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Evaluate scientific data collected from analysis of molecular sequences, fossil records, biogeography, and embryology. Identify chronological patterns of change and communicate that biological evolution is supported by multiple lines of empirical evidence that identify similarities inherited from a common ancestor (homologies). Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. Genetic information provides evidence of evolution. DNA sequences vary among species, but there are many overlaps; in fact, the ongoing branching that produces multiple lines of descent can be inferred by comparing the DNA sequences of different organisms. Such information is also derivable from the similarities and differences in amino acid sequences and from anatomical and embryological evidence. (HS-LS4-1) Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the reasons for changes in how organisms are classified. Explain the reasons for changes in how organisms are classified. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Organisms are classified based on their evolutionary history. Identify basic trends in hominid evolution from early ancestors six million years ago to modern humans, including brain size, jaw size, language, and manufacture of tools. Identify basic trends in hominid evolution from early ancestors six million years ago to modern humans, including brain size, jaw size, language, and manufacture of tools. Recognize ways that the appearance of humans, their language, and their tools have changed over time. Recognize that humans have changed in appearance over a very long period of time. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, The scientific theory of evolution is supported by multiple forms of scientific evidence. Identify that prehistoric plants and animals changed over time (evolved) or became extinct. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the reasons for changes in how organisms are classified. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Organisms are classified based on their evolutionary history. Identify basic trends in hominid evolution from early ancestors six million years ago to modern humans, including brain size, jaw size, language, and manufacture of tools. Recognize ways that the appearance of humans, their language, and their tools have changed over time. Recognize that humans have changed in appearance over a very long period of time. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, The scientific theory of evolution is supported by multiple forms of scientific evidence. Identify that prehistoric plants and animals changed over time (evolved) or became extinct. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Analyzing Data: Feather Evolution Interactivity: Animal Diversity Curriculum Standards: Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Recognize that animals produce offspring. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Organisms are classified based on their evolutionary history. Classify living organisms into their kingdoms. Match organisms to the animal, plant, and fungus kingdoms. Sort common living things into plant and animal kingdoms. Recognize that plants need water, light, and air to grow. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Recognize that animals produce offspring. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Organisms are classified based on their evolutionary history. Classify living organisms into their kingdoms. Match organisms to the animal, plant, and fungus kingdoms. Sort common living things into plant and animal kingdoms. Recognize that plants need water, light, and air to grow. Spanish Workbook: Animal Body Plans and Evolution Spanish Workbook: Invertebrate Evolution and Diversity Spanish Workbook: Chordate Evolution and Diversity Editable Presentation: Animal Evolution and Diversity Synthesize Science Skills Activity: Relationships Among Animals Curriculum Standards: Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Recognize that animals produce offspring. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Organisms are classified based on their evolutionary history. Classify living organisms into their kingdoms. Match organisms to the animal, plant, and fungus kingdoms. Sort common living things into plant and animal kingdoms. Recognize that plants need water, light, and air to grow. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Recognize that animals produce offspring. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Organisms are classified based on their evolutionary history. Classify living organisms into their kingdoms. Match organisms to the animal, plant, and fungus kingdoms. Sort common living things into plant and animal kingdoms. Recognize that plants need water, light, and air to grow. Science Skills Worksheet: Relationships Among Animals Curriculum Standards: Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Recognize that animals produce offspring. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Organisms are classified based on their evolutionary history. Classify living organisms into their kingdoms. Match organisms to the animal, plant, and fungus kingdoms. Sort common living things into plant and animal kingdoms. Recognize that plants need water, light, and air to grow. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Recognize that animals produce offspring. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Organisms are classified based on their evolutionary history. Classify living organisms into their kingdoms. Match organisms to the animal, plant, and fungus kingdoms. Sort common living things into plant and animal kingdoms. Recognize that plants need water, light, and air to grow. Demonstrate eText: Lesson Review: Animal Evolution and Diversity Curriculum Standards: Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Evaluate scientific data collected from analysis of molecular sequences, fossil records, biogeography, and embryology. Identify chronological patterns of change and communicate that biological evolution is supported by multiple lines of empirical evidence that identify similarities inherited from a common ancestor (homologies). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Organisms are classified based on their evolutionary history. Multicellular organisms have a hierarchical structural organization, in which any one system is made up of numerous parts and is itself a component of the next level. (HS-LS1-2) Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Organisms are classified based on their evolutionary history. Quiz Review: Animal Evolution and Diversity Curriculum Standards: Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Evaluate scientific data collected from analysis of molecular sequences, fossil records, biogeography, and embryology. Identify chronological patterns of change and communicate that biological evolution is supported by multiple lines of empirical evidence that identify similarities inherited from a common ancestor (homologies). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Organisms are classified based on their evolutionary history. Multicellular organisms have a hierarchical structural organization, in which any one system is made up of numerous parts and is itself a component of the next level. (HS-LS1-2) Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Organisms are classified based on their evolutionary history. Editable Quiz: Animal Evolution and Diversity Curriculum Standards: Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Evaluate scientific data collected from analysis of molecular sequences, fossil records, biogeography, and embryology. Identify chronological patterns of change and communicate that biological evolution is supported by multiple lines of empirical evidence that identify similarities inherited from a common ancestor (homologies). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Organisms are classified based on their evolutionary history. Multicellular organisms have a hierarchical structural organization, in which any one system is made up of numerous parts and is itself a component of the next level. (HS-LS1-2) Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Organisms are classified based on their evolutionary history. Quiz: Animal Evolution and Diversity Curriculum Standards: Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Evaluate scientific data collected from analysis of molecular sequences, fossil records, biogeography, and embryology. Identify chronological patterns of change and communicate that biological evolution is supported by multiple lines of empirical evidence that identify similarities inherited from a common ancestor (homologies). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Organisms are classified based on their evolutionary history. Multicellular organisms have a hierarchical structural organization, in which any one system is made up of numerous parts and is itself a component of the next level. (HS-LS1-2) Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Organisms are classified based on their evolutionary history. Lesson 3: Primate Evolution Connect Video: Baboon Research Investigate eText: Primate Evolution Curriculum Standards: Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Evaluate scientific data collected from analysis of molecular sequences, fossil records, biogeography, and embryology. Identify chronological patterns of change and communicate that biological evolution is supported by multiple lines of empirical evidence that identify similarities inherited from a common ancestor (homologies). Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. Genetic information provides evidence of evolution. DNA sequences vary among species, but there are many overlaps; in fact, the ongoing branching that produces multiple lines of descent can be inferred by comparing the DNA sequences of different organisms. Such information is also derivable from the similarities and differences in amino acid sequences and from anatomical and embryological evidence. (HS-LS4-1) Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the reasons for changes in how organisms are classified. Explain the reasons for changes in how organisms are classified. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Organisms are classified based on their evolutionary history. Identify basic trends in hominid evolution from early ancestors six million years ago to modern humans, including brain size, jaw size, language, and manufacture of tools. Identify basic trends in hominid evolution from early ancestors six million years ago to modern humans, including brain size, jaw size, language, and manufacture of tools. Recognize ways that the appearance of humans, their language, and their tools have changed over time. Recognize that humans have changed in appearance over a very long period of time. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, The scientific theory of evolution is supported by multiple forms of scientific evidence. Identify that prehistoric plants and animals changed over time (evolved) or became extinct. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the reasons for changes in how organisms are classified. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. 8. Generate explanations that explicate or describe natural phenomena (inferences), Organisms are classified based on their evolutionary history. Identify basic trends in hominid evolution from early ancestors six million years ago to modern humans, including brain size, jaw size, language, and manufacture of tools. Recognize ways that the appearance of humans, their language, and their tools have changed over time. Recognize that humans have changed in appearance over a very long period of time. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 7. Pose answers, explanations, or descriptions of events, The scientific theory of evolution is supported by multiple forms of scientific evidence. Identify that prehistoric plants and animals changed over time (evolved) or became extinct. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Interactivity: Evolution of Primates Curriculum Standards: Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Evaluate scientific data collected from analysis of molecular sequences, fossil records, biogeography, and embryology. Identify chronological patterns of change and communicate that biological evolution is supported by multiple lines of empirical evidence that identify similarities inherited from a common ancestor (homologies). Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. Genetic information provides evidence of evolution. DNA sequences vary among species, but there are many overlaps; in fact, the ongoing branching that produces multiple lines of descent can be inferred by comparing the DNA sequences of different organisms. Such information is also derivable from the similarities and differences in amino acid sequences and from anatomical and embryological evidence. (HS-LS4-1) Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Spanish Workbook: Primate Evolution Editable Presentation: Primate Evolution Synthesize Simulation: Classification of Primates PBL STEM Project: What Plan Will Help an Endangered Species Recover? Curriculum Standards: Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering. Design or refine a solution to a complex real-world problem, based on scientific knowledge, student-generated sources of evidence, prioritized criteria, and tradeoff considerations. Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity. Evaluate competing design solutions to a real-world problem based on scientific ideas and principles, empirical evidence, and logical arguments regarding relevant factors. Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. Demonstrate eText: Lesson Review: Primate Evolution Curriculum Standards: Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Evaluate scientific data collected from analysis of molecular sequences, fossil records, biogeography, and embryology. Identify chronological patterns of change and communicate that biological evolution is supported by multiple lines of empirical evidence that identify similarities inherited from a common ancestor (homologies). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Genetic information provides evidence of evolution. DNA sequences vary among species, but there are many overlaps; in fact, the ongoing branching that produces multiple lines of descent can be inferred by comparing the DNA sequences of different organisms. Such information is also derivable from the similarities and differences in amino acid sequences and from anatomical and embryological evidence. (HS-LS4-1) Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Organisms are classified based on their evolutionary history. Recognize ways that the appearance of humans, their language, and their tools have changed over time. Recognize that humans have changed in appearance over a very long period of time. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Organisms are classified based on their evolutionary history. Recognize ways that the appearance of humans, their language, and their tools have changed over time. Recognize that humans have changed in appearance over a very long period of time. Quiz Review: Primate Evolution Curriculum Standards: Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Evaluate scientific data collected from analysis of molecular sequences, fossil records, biogeography, and embryology. Identify chronological patterns of change and communicate that biological evolution is supported by multiple lines of empirical evidence that identify similarities inherited from a common ancestor (homologies). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Genetic information provides evidence of evolution. DNA sequences vary among species, but there are many overlaps; in fact, the ongoing branching that produces multiple lines of descent can be inferred by comparing the DNA sequences of different organisms. Such information is also derivable from the similarities and differences in amino acid sequences and from anatomical and embryological evidence. (HS-LS4-1) Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Organisms are classified based on their evolutionary history. Recognize ways that the appearance of humans, their language, and their tools have changed over time. Recognize that humans have changed in appearance over a very long period of time. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Organisms are classified based on their evolutionary history. Recognize ways that the appearance of humans, their language, and their tools have changed over time. Recognize that humans have changed in appearance over a very long period of time. Editable Quiz: Primate Evolution Curriculum Standards: Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Evaluate scientific data collected from analysis of molecular sequences, fossil records, biogeography, and embryology. Identify chronological patterns of change and communicate that biological evolution is supported by multiple lines of empirical evidence that identify similarities inherited from a common ancestor (homologies). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Genetic information provides evidence of evolution. DNA sequences vary among species, but there are many overlaps; in fact, the ongoing branching that produces multiple lines of descent can be inferred by comparing the DNA sequences of different organisms. Such information is also derivable from the similarities and differences in amino acid sequences and from anatomical and embryological evidence. (HS-LS4-1) Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Organisms are classified based on their evolutionary history. Recognize ways that the appearance of humans, their language, and their tools have changed over time. Recognize that humans have changed in appearance over a very long period of time. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Organisms are classified based on their evolutionary history. Recognize ways that the appearance of humans, their language, and their tools have changed over time. Recognize that humans have changed in appearance over a very long period of time. Quiz: Primate Evolution Curriculum Standards: Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Evaluate scientific data collected from analysis of molecular sequences, fossil records, biogeography, and embryology. Identify chronological patterns of change and communicate that biological evolution is supported by multiple lines of empirical evidence that identify similarities inherited from a common ancestor (homologies). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Genetic information provides evidence of evolution. DNA sequences vary among species, but there are many overlaps; in fact, the ongoing branching that produces multiple lines of descent can be inferred by comparing the DNA sequences of different organisms. Such information is also derivable from the similarities and differences in amino acid sequences and from anatomical and embryological evidence. (HS-LS4-1) Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Organisms are classified based on their evolutionary history. Recognize ways that the appearance of humans, their language, and their tools have changed over time. Recognize that humans have changed in appearance over a very long period of time. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Organisms are classified based on their evolutionary history. Recognize ways that the appearance of humans, their language, and their tools have changed over time. Recognize that humans have changed in appearance over a very long period of time. Lesson 4: Social Interactions and Group Behavior Connect Video: Wild Turkey 101 Curriculum Standards: Evaluate the evidence for the role of group behavior on individual and species' chances to survive and reproduce. Group behavior has evolved because membership can increase the chances of survival for individuals and their genetic relatives. (HS-LS2-8) Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem. A complex set of interactions within an ecosystem can keep its numbers and types of organisms relatively constant over long periods of time under stable conditions. If a modest biological or physical disturbance to an ecosystem occurs, it may return to its more or less original status, as opposed to becoming a very different ecosystem. Extreme fluctuations in conditions or the size of any population, however, can challenge the functioning of ecosystems in terms of resources and habitat availability. (HS-LS2-2),(HS-LS2-6) Investigate eText: Social Interactions and Group Behavior Curriculum Standards: Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. (HS-LS4-3),(HS-LS4-4) Recognize that some living things produce very large numbers of offspring to ensure that enough survive to continue the species (a condition for natural selection). The traits that positively affect survival are more likely to be reproduced, and thus are more common in the population. (HS-LS4-3) Natural selection occurs only if there is both (1) variation in the genetic information between organisms in a population and (2) variation in the expression of that genetic information—that is, trait variation—that leads to differences in performance among individuals. (HS-LS4-2),(HS-LS4-3) Recognize that some living things, such as fish and turtles, produce very large numbers of offspring because most will die as a result of dangers in the environment before they grow up. Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Recognize that some living things produce very large numbers of offspring to ensure that enough survive to continue the species (a condition for natural selection). Recognize that some living things, such as fish and turtles, produce very large numbers of offspring because most will die as a result of dangers in the environment before they grow up. Interactivity: Social Behavior Curriculum Standards: Evaluate the evidence for the role of group behavior on individual and species' chances to survive and reproduce. Group behavior has evolved because membership can increase the chances of survival for individuals and their genetic relatives. (HS-LS2-8) Spanish Workbook: Elements of Behavior Spanish Workbook: Animals in Their Environments Editable Presentation: Social Interactions and Group Behavior Synthesize Science Skills Activity: Bat Migration Patterns Curriculum Standards: Evaluate the evidence for the role of group behavior on individual and species' chances to survive and reproduce. Group behavior has evolved because membership can increase the chances of survival for individuals and their genetic relatives. (HS-LS2-8) Science Skills Worksheet: Bat Migration Patterns Modeling Lab: The Role of Group Behavior Curriculum Standards: Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. (HS-LS4-3),(HS-LS4-4) Recognize that some living things produce very large numbers of offspring to ensure that enough survive to continue the species (a condition for natural selection). The traits that positively affect survival are more likely to be reproduced, and thus are more common in the population. (HS-LS4-3) Natural selection occurs only if there is both (1) variation in the genetic information between organisms in a population and (2) variation in the expression of that genetic information—that is, trait variation—that leads to differences in performance among individuals. (HS-LS4-2),(HS-LS4-3) Recognize that some living things, such as fish and turtles, produce very large numbers of offspring because most will die as a result of dangers in the environment before they grow up. Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Recognize that some living things produce very large numbers of offspring to ensure that enough survive to continue the species (a condition for natural selection). Recognize that some living things, such as fish and turtles, produce very large numbers of offspring because most will die as a result of dangers in the environment before they grow up. Foundations Modeling Lab: The Role of Group Behavior Demonstrate eText: Lesson Review: Social Interactions and Group Behavior Curriculum Standards: Evaluate the evidence for the role of group behavior on individual and species' chances to survive and reproduce. Group behavior has evolved because membership can increase the chances of survival for individuals and their genetic relatives. (HS-LS2-8) Quiz Review: Social Interactions and Group Behavior Curriculum Standards: Evaluate the evidence for the role of group behavior on individual and species' chances to survive and reproduce. Group behavior has evolved because membership can increase the chances of survival for individuals and their genetic relatives. (HS-LS2-8) Editable Quiz: Social Interactions and Group Behavior Curriculum Standards: Evaluate the evidence for the role of group behavior on individual and species' chances to survive and reproduce. Group behavior has evolved because membership can increase the chances of survival for individuals and their genetic relatives. (HS-LS2-8) Quiz: Social Interactions and Group Behavior Curriculum Standards: Evaluate the evidence for the role of group behavior on individual and species' chances to survive and reproduce. Group behavior has evolved because membership can increase the chances of survival for individuals and their genetic relatives. (HS-LS2-8) Chapter Close: Animal Evolution, Diversity, and Behavior eText: Case Study Wrap-Up: How Are Reefs Affected by Global Change? Curriculum Standards: Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Recognize possible changes in an ecosystem (biodiversity) that can result from natural catastrophic events, changes in climate, and human activity. Recognize changes in living things (biodiversity) that can result from natural catastrophic events and human activity. 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). Identify sources of information and assess their reliability according to the strict standards of scientific investigation. Identify sources of information and assess their reliability according to the strict standards of scientific investigation. Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. (secondary to HS-LS2-7), (HS-LS4-6) 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). Describe changes in ecosystems resulting from seasonal variations, climate change and succession. Describe changes in ecosystems resulting from seasonal variations, climate change and succession. Obtain, evaluate, and communicate information on how molecular biotechnology may be used in a variety of fields. Analyze data using tools, technologies, and/or models in order to make valid and reliable scientific claims or determine an optimal design solution. 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, 3. Examine books and other sources of information to see what is already known, Analyze through research the cycling of matter in our biosphere and explain how biogeochemical cycles are critical for ecosystem function. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Moreover, anthropogenic changes (induced by human activity) in the environment—including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change—can disrupt an ecosystem and threaten the survival of some species. (HS-LS2-7) Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). 5. Plan investigations, (Design and evaluate a scientific investigation). Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data and refine the design accordingly. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Describe how scientific inferences are drawn from scientific observations and provide examples from the content being studied. Describe how scientific inferences are drawn from scientific observations and provide examples from the content being studied. 10. Communicate results of scientific investigations, and 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. Biodiversity is increased by the formation of new species (speciation) and decreased by the loss of species (extinction). (secondary to HS-LS2-7) 11. Evaluate the merits of the explanations produced by others. 11. Evaluate the merits of the explanations produced by others. Draw evidence from informational texts to support analysis, reflection, and research. Draw evidence from informational texts to support analysis, reflection, and research. a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. Evaluate evidence behind currently accepted explanations or solutions to determine the merits of arguments. Construct an explanation based on valid and reliable evidence obtained from a variety of sources (including students' own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that clean water and air are important for supporting life in an ecosystem. Recognize examples of mutual relationships between people and other living things. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Evaluate the validity and reliability of multiple claims, methods, and/or designs that appear in scientific and technical texts or media reports, verifying the data when possible. Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Recognize possible changes in an ecosystem (biodiversity) that can result from natural catastrophic events, changes in climate, and human activity. Recognize changes in living things (biodiversity) that can result from natural catastrophic events and human activity. 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). Describe changes in ecosystems resulting from seasonal variations, climate change and succession. 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Describe how scientific inferences are drawn from scientific observations and provide examples from the content being studied. 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. 11. Evaluate the merits of the explanations produced by others. Draw evidence from informational texts to support analysis, reflection, and research. a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that clean water and air are important for supporting life in an ecosystem. Recognize examples of mutual relationships between people and other living things. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. HHMI Career Video: The Tool-Making Animal eText: Chapter 24 Study Guide Curriculum Standards: Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Evaluate scientific data collected from analysis of molecular sequences, fossil records, biogeography, and embryology. Identify chronological patterns of change and communicate that biological evolution is supported by multiple lines of empirical evidence that identify similarities inherited from a common ancestor (homologies). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Discuss the special properties of water that contribute to Earth's suitability as an environment for life: cohesive behavior, ability to moderate temperature, expansion upon freezing, and versatility as a solvent. The abundance of liquid water on Earth's surface and its unique combination of physical and chemical properties are central to the planet's dynamics. These properties include water's exceptional capacity to absorb, store, and release large amounts of energy, transmit sunlight, expand upon freezing, dissolve and transport materials, and lower the viscosities and melting points of rocks. (HS-ESS2-5) Discuss the special properties of water that contribute to Earth's suitability as an environment for life: cohesive behavior, ability to moderate temperature, expansion upon freezing, and versatility as a solvent. Identify that special properties of water, such as the ability to moderate temperature and dissolve substances, help to sustain living things on Earth. Identify the important role of water in sustaining life of plants and animals. Genetic information provides evidence of evolution. DNA sequences vary among species, but there are many overlaps; in fact, the ongoing branching that produces multiple lines of descent can be inferred by comparing the DNA sequences of different organisms. Such information is also derivable from the similarities and differences in amino acid sequences and from anatomical and embryological evidence. (HS-LS4-1) Recognize examples of mutual relationships between people and other living things. Evaluate the evidence for the role of group behavior on individual and species' chances to survive and reproduce. Group behavior has evolved because membership can increase the chances of survival for individuals and their genetic relatives. (HS-LS2-8) The scientific theory of evolution is supported by multiple forms of scientific evidence. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Organisms are classified based on their evolutionary history. Recognize ways that the appearance of humans, their language, and their tools have changed over time. Recognize that humans have changed in appearance over a very long period of time. Identify relationships among organisms, including helping each other (mutualism); obtaining food (predation); benefiting at the expense of the other (parasitism); and competing with each other for food, space, or shelter (competition). Recognize that organisms can interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at expense of the other (parasitism). Multicellular organisms have a hierarchical structural organization, in which any one system is made up of numerous parts and is itself a component of the next level. (HS-LS1-2) Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Discuss the special properties of water that contribute to Earth's suitability as an environment for life: cohesive behavior, ability to moderate temperature, expansion upon freezing, and versatility as a solvent. Identify that special properties of water, such as the ability to moderate temperature and dissolve substances, help to sustain living things on Earth. Identify the important role of water in sustaining life of plants and animals. Recognize examples of mutual relationships between people and other living things. The scientific theory of evolution is supported by multiple forms of scientific evidence. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Organisms are classified based on their evolutionary history. Recognize ways that the appearance of humans, their language, and their tools have changed over time. Recognize that humans have changed in appearance over a very long period of time. Identify relationships among organisms, including helping each other (mutualism); obtaining food (predation); benefiting at the expense of the other (parasitism); and competing with each other for food, space, or shelter (competition). Recognize that organisms can interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at expense of the other (parasitism). eText: Performance-Based Assessment: Safe Crossings for WildLife Curriculum Standards: 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). Analyze data using tools, technologies, and/or models in order to make valid and reliable scientific claims or determine an optimal design solution. 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). 5. Plan investigations, (Design and evaluate a scientific investigation). Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data and refine the design accordingly. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 10. Communicate results of scientific investigations, and 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. 11. Evaluate the merits of the explanations produced by others. 11. Evaluate the merits of the explanations produced by others. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. Identify a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Identify a scientific question 2. Examine reliable sources of information to identify what is already known 3. Develop a possible explanation (hypothesis) 4. Plan and carry out an experiment 5. Gather data based on measurement and observations 6. Evaluate the data 7. Use the data to support reasonable explanations, inferences, and conclusions. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. Evaluate evidence behind currently accepted explanations or solutions to determine the merits of arguments. Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. Construct an explanation based on valid and reliable evidence obtained from a variety of sources (including students' own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Evaluate the validity and reliability of multiple claims, methods, and/or designs that appear in scientific and technical texts or media reports, verifying the data when possible. 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. 11. Evaluate the merits of the explanations produced by others. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Identify a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Identify a scientific question 2. Examine reliable sources of information to identify what is already known 3. Develop a possible explanation (hypothesis) 4. Plan and carry out an experiment 5. Gather data based on measurement and observations 6. Evaluate the data 7. Use the data to support reasonable explanations, inferences, and conclusions. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. eText: Chapter 24 Assessment Curriculum Standards: Discuss the special properties of water that contribute to Earth's suitability as an environment for life: cohesive behavior, ability to moderate temperature, expansion upon freezing, and versatility as a solvent. The abundance of liquid water on Earth's surface and its unique combination of physical and chemical properties are central to the planet's dynamics. These properties include water's exceptional capacity to absorb, store, and release large amounts of energy, transmit sunlight, expand upon freezing, dissolve and transport materials, and lower the viscosities and melting points of rocks. (HS-ESS2-5) Discuss the special properties of water that contribute to Earth's suitability as an environment for life: cohesive behavior, ability to moderate temperature, expansion upon freezing, and versatility as a solvent. Identify that special properties of water, such as the ability to moderate temperature and dissolve substances, help to sustain living things on Earth. Identify the important role of water in sustaining life of plants and animals. Recognize examples of mutual relationships between people and other living things. Identify relationships among organisms, including helping each other (mutualism); obtaining food (predation); benefiting at the expense of the other (parasitism); and competing with each other for food, space, or shelter (competition). Recognize that organisms can interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at expense of the other (parasitism). Discuss the special properties of water that contribute to Earth's suitability as an environment for life: cohesive behavior, ability to moderate temperature, expansion upon freezing, and versatility as a solvent. Identify that special properties of water, such as the ability to moderate temperature and dissolve substances, help to sustain living things on Earth. Identify the important role of water in sustaining life of plants and animals. Recognize examples of mutual relationships between people and other living things. Identify relationships among organisms, including helping each other (mutualism); obtaining food (predation); benefiting at the expense of the other (parasitism); and competing with each other for food, space, or shelter (competition). Recognize that organisms can interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at expense of the other (parasitism). Test Review: Animal Evolution, Diversity, and Behavior Curriculum Standards: Discuss the special properties of water that contribute to Earth's suitability as an environment for life: cohesive behavior, ability to moderate temperature, expansion upon freezing, and versatility as a solvent. The abundance of liquid water on Earth's surface and its unique combination of physical and chemical properties are central to the planet's dynamics. These properties include water's exceptional capacity to absorb, store, and release large amounts of energy, transmit sunlight, expand upon freezing, dissolve and transport materials, and lower the viscosities and melting points of rocks. (HS-ESS2-5) Discuss the special properties of water that contribute to Earth's suitability as an environment for life: cohesive behavior, ability to moderate temperature, expansion upon freezing, and versatility as a solvent. Identify that special properties of water, such as the ability to moderate temperature and dissolve substances, help to sustain living things on Earth. Identify the important role of water in sustaining life of plants and animals. Recognize examples of mutual relationships between people and other living things. Identify relationships among organisms, including helping each other (mutualism); obtaining food (predation); benefiting at the expense of the other (parasitism); and competing with each other for food, space, or shelter (competition). Recognize that organisms can interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at expense of the other (parasitism). Discuss the special properties of water that contribute to Earth's suitability as an environment for life: cohesive behavior, ability to moderate temperature, expansion upon freezing, and versatility as a solvent. Identify that special properties of water, such as the ability to moderate temperature and dissolve substances, help to sustain living things on Earth. Identify the important role of water in sustaining life of plants and animals. Recognize examples of mutual relationships between people and other living things. Identify relationships among organisms, including helping each other (mutualism); obtaining food (predation); benefiting at the expense of the other (parasitism); and competing with each other for food, space, or shelter (competition). Recognize that organisms can interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at expense of the other (parasitism). Editable Test: Animal Evolution, Diversity, and Behavior Curriculum Standards: Discuss the special properties of water that contribute to Earth's suitability as an environment for life: cohesive behavior, ability to moderate temperature, expansion upon freezing, and versatility as a solvent. The abundance of liquid water on Earth's surface and its unique combination of physical and chemical properties are central to the planet's dynamics. These properties include water's exceptional capacity to absorb, store, and release large amounts of energy, transmit sunlight, expand upon freezing, dissolve and transport materials, and lower the viscosities and melting points of rocks. (HS-ESS2-5) Discuss the special properties of water that contribute to Earth's suitability as an environment for life: cohesive behavior, ability to moderate temperature, expansion upon freezing, and versatility as a solvent. Identify that special properties of water, such as the ability to moderate temperature and dissolve substances, help to sustain living things on Earth. Identify the important role of water in sustaining life of plants and animals. Recognize examples of mutual relationships between people and other living things. Identify relationships among organisms, including helping each other (mutualism); obtaining food (predation); benefiting at the expense of the other (parasitism); and competing with each other for food, space, or shelter (competition). Recognize that organisms can interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at expense of the other (parasitism). Discuss the special properties of water that contribute to Earth's suitability as an environment for life: cohesive behavior, ability to moderate temperature, expansion upon freezing, and versatility as a solvent. Identify that special properties of water, such as the ability to moderate temperature and dissolve substances, help to sustain living things on Earth. Identify the important role of water in sustaining life of plants and animals. Recognize examples of mutual relationships between people and other living things. Identify relationships among organisms, including helping each other (mutualism); obtaining food (predation); benefiting at the expense of the other (parasitism); and competing with each other for food, space, or shelter (competition). Recognize that organisms can interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at expense of the other (parasitism). Test: Animal Evolution, Diversity, and Behavior Curriculum Standards: Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Evaluate scientific data collected from analysis of molecular sequences, fossil records, biogeography, and embryology. Identify chronological patterns of change and communicate that biological evolution is supported by multiple lines of empirical evidence that identify similarities inherited from a common ancestor (homologies). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Discuss the special properties of water that contribute to Earth's suitability as an environment for life: cohesive behavior, ability to moderate temperature, expansion upon freezing, and versatility as a solvent. The abundance of liquid water on Earth's surface and its unique combination of physical and chemical properties are central to the planet's dynamics. These properties include water's exceptional capacity to absorb, store, and release large amounts of energy, transmit sunlight, expand upon freezing, dissolve and transport materials, and lower the viscosities and melting points of rocks. (HS-ESS2-5) Discuss the special properties of water that contribute to Earth's suitability as an environment for life: cohesive behavior, ability to moderate temperature, expansion upon freezing, and versatility as a solvent. Identify that special properties of water, such as the ability to moderate temperature and dissolve substances, help to sustain living things on Earth. Identify the important role of water in sustaining life of plants and animals. Genetic information provides evidence of evolution. DNA sequences vary among species, but there are many overlaps; in fact, the ongoing branching that produces multiple lines of descent can be inferred by comparing the DNA sequences of different organisms. Such information is also derivable from the similarities and differences in amino acid sequences and from anatomical and embryological evidence. (HS-LS4-1) Recognize examples of mutual relationships between people and other living things. Evaluate the evidence for the role of group behavior on individual and species' chances to survive and reproduce. Group behavior has evolved because membership can increase the chances of survival for individuals and their genetic relatives. (HS-LS2-8) The scientific theory of evolution is supported by multiple forms of scientific evidence. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Organisms are classified based on their evolutionary history. Recognize ways that the appearance of humans, their language, and their tools have changed over time. Recognize that humans have changed in appearance over a very long period of time. Identify relationships among organisms, including helping each other (mutualism); obtaining food (predation); benefiting at the expense of the other (parasitism); and competing with each other for food, space, or shelter (competition). Recognize that organisms can interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at expense of the other (parasitism). Multicellular organisms have a hierarchical structural organization, in which any one system is made up of numerous parts and is itself a component of the next level. (HS-LS1-2) Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Discuss the special properties of water that contribute to Earth's suitability as an environment for life: cohesive behavior, ability to moderate temperature, expansion upon freezing, and versatility as a solvent. Identify that special properties of water, such as the ability to moderate temperature and dissolve substances, help to sustain living things on Earth. Identify the important role of water in sustaining life of plants and animals. Recognize examples of mutual relationships between people and other living things. The scientific theory of evolution is supported by multiple forms of scientific evidence. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Organisms are classified based on their evolutionary history. Recognize ways that the appearance of humans, their language, and their tools have changed over time. Recognize that humans have changed in appearance over a very long period of time. Identify relationships among organisms, including helping each other (mutualism); obtaining food (predation); benefiting at the expense of the other (parasitism); and competing with each other for food, space, or shelter (competition). Recognize that organisms can interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at expense of the other (parasitism). eText: FL End-of-Course Test Practice: Animal Evolution, Diversity, and Behavior Curriculum Standards: Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Evaluate scientific data collected from analysis of molecular sequences, fossil records, biogeography, and embryology. Identify chronological patterns of change and communicate that biological evolution is supported by multiple lines of empirical evidence that identify similarities inherited from a common ancestor (homologies). Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. Genetic information provides evidence of evolution. DNA sequences vary among species, but there are many overlaps; in fact, the ongoing branching that produces multiple lines of descent can be inferred by comparing the DNA sequences of different organisms. Such information is also derivable from the similarities and differences in amino acid sequences and from anatomical and embryological evidence. (HS-LS4-1) Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Recognize that animals produce offspring. Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. The traits that positively affect survival are more likely to be reproduced, and thus are more common in the population. (HS-LS4-3) Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Identify basic trends in hominid evolution from early ancestors six million years ago to modern humans, including brain size, jaw size, language, and manufacture of tools. Identify basic trends in hominid evolution from early ancestors six million years ago to modern humans, including brain size, jaw size, language, and manufacture of tools. Recognize ways that the appearance of humans, their language, and their tools have changed over time. Recognize that humans have changed in appearance over a very long period of time. Evaluate the evidence for the role of group behavior on individual and species' chances to survive and reproduce. Group behavior has evolved because membership can increase the chances of survival for individuals and their genetic relatives. (HS-LS2-8) Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Organisms are classified based on their evolutionary history. Recognize that plants need water, light, and air to grow. Multicellular organisms have a hierarchical structural organization, in which any one system is made up of numerous parts and is itself a component of the next level. (HS-LS1-2) Identify that prehistoric plants and animals changed over time (evolved) or became extinct. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Recognize that animals produce offspring. Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Identify basic trends in hominid evolution from early ancestors six million years ago to modern humans, including brain size, jaw size, language, and manufacture of tools. Recognize ways that the appearance of humans, their language, and their tools have changed over time. Recognize that humans have changed in appearance over a very long period of time. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Organisms are classified based on their evolutionary history. Recognize that plants need water, light, and air to grow. Identify that prehistoric plants and animals changed over time (evolved) or became extinct. Editable FL EOC Test: Animal Evolution, Diversity, and Behavior Curriculum Standards: Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Evaluate scientific data collected from analysis of molecular sequences, fossil records, biogeography, and embryology. Identify chronological patterns of change and communicate that biological evolution is supported by multiple lines of empirical evidence that identify similarities inherited from a common ancestor (homologies). Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. Genetic information provides evidence of evolution. DNA sequences vary among species, but there are many overlaps; in fact, the ongoing branching that produces multiple lines of descent can be inferred by comparing the DNA sequences of different organisms. Such information is also derivable from the similarities and differences in amino acid sequences and from anatomical and embryological evidence. (HS-LS4-1) Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Recognize that animals produce offspring. Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. The traits that positively affect survival are more likely to be reproduced, and thus are more common in the population. (HS-LS4-3) Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Identify basic trends in hominid evolution from early ancestors six million years ago to modern humans, including brain size, jaw size, language, and manufacture of tools. Identify basic trends in hominid evolution from early ancestors six million years ago to modern humans, including brain size, jaw size, language, and manufacture of tools. Recognize ways that the appearance of humans, their language, and their tools have changed over time. Recognize that humans have changed in appearance over a very long period of time. Evaluate the evidence for the role of group behavior on individual and species' chances to survive and reproduce. Group behavior has evolved because membership can increase the chances of survival for individuals and their genetic relatives. (HS-LS2-8) Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Organisms are classified based on their evolutionary history. Recognize that plants need water, light, and air to grow. Multicellular organisms have a hierarchical structural organization, in which any one system is made up of numerous parts and is itself a component of the next level. (HS-LS1-2) Identify that prehistoric plants and animals changed over time (evolved) or became extinct. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Recognize that animals produce offspring. Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Identify basic trends in hominid evolution from early ancestors six million years ago to modern humans, including brain size, jaw size, language, and manufacture of tools. Recognize ways that the appearance of humans, their language, and their tools have changed over time. Recognize that humans have changed in appearance over a very long period of time. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Organisms are classified based on their evolutionary history. Recognize that plants need water, light, and air to grow. Identify that prehistoric plants and animals changed over time (evolved) or became extinct. FL End-of-Course Test Practice: Animal Evolution, Diversity, and Behavior Curriculum Standards: Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Evaluate scientific data collected from analysis of molecular sequences, fossil records, biogeography, and embryology. Identify chronological patterns of change and communicate that biological evolution is supported by multiple lines of empirical evidence that identify similarities inherited from a common ancestor (homologies). Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. Genetic information provides evidence of evolution. DNA sequences vary among species, but there are many overlaps; in fact, the ongoing branching that produces multiple lines of descent can be inferred by comparing the DNA sequences of different organisms. Such information is also derivable from the similarities and differences in amino acid sequences and from anatomical and embryological evidence. (HS-LS4-1) Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Recognize that animals produce offspring. Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. The traits that positively affect survival are more likely to be reproduced, and thus are more common in the population. (HS-LS4-3) Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Identify basic trends in hominid evolution from early ancestors six million years ago to modern humans, including brain size, jaw size, language, and manufacture of tools. Identify basic trends in hominid evolution from early ancestors six million years ago to modern humans, including brain size, jaw size, language, and manufacture of tools. Recognize ways that the appearance of humans, their language, and their tools have changed over time. Recognize that humans have changed in appearance over a very long period of time. Evaluate the evidence for the role of group behavior on individual and species' chances to survive and reproduce. Group behavior has evolved because membership can increase the chances of survival for individuals and their genetic relatives. (HS-LS2-8) Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Organisms are classified based on their evolutionary history. Recognize that plants need water, light, and air to grow. Multicellular organisms have a hierarchical structural organization, in which any one system is made up of numerous parts and is itself a component of the next level. (HS-LS1-2) Identify that prehistoric plants and animals changed over time (evolved) or became extinct. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Recognize that animals produce offspring. Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Identify basic trends in hominid evolution from early ancestors six million years ago to modern humans, including brain size, jaw size, language, and manufacture of tools. Recognize ways that the appearance of humans, their language, and their tools have changed over time. Recognize that humans have changed in appearance over a very long period of time. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Organisms are classified based on their evolutionary history. Recognize that plants need water, light, and air to grow. Identify that prehistoric plants and animals changed over time (evolved) or became extinct. Enrichment: Animal Evolution, Diversity, and Behavior HHMI Enrichment Video: Great Transitions: The Origin of Humans - Part 1 HHMI Enrichment Video: Great Transitions: The Origin of Humans - Part 2 HHMI Enrichment Video: Great Transitions: The Origin of Humans - Part 3 HHMI Enrichment Video: The Origin of Humans Student Quiz HHMI Enrichment Activity: Human Feet Are Strange Chapter 25: Animal Systems I Chapter Opener: Animal Systems I eText: Animal Systems I Curriculum Standards: Describe the factors affecting blood flow through the cardiovascular system. Describe the factors affecting blood flow through the cardiovascular system. 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability. Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability. Identify ways individuals can help the environment. Recognize a way to help the local environment. Analyze data using tools, technologies, and/or models in order to make valid and reliable scientific claims or determine an optimal design solution. 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). 5. Plan investigations, (Design and evaluate a scientific investigation). Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data and refine the design accordingly. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 10. Communicate results of scientific investigations, and 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. Describe ways the lifestyles of individuals and groups can help or hurt the environment. 11. Evaluate the merits of the explanations produced by others. 11. Evaluate the merits of the explanations produced by others. Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. Identify a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Identify a scientific question 2. Examine reliable sources of information to identify what is already known 3. Develop a possible explanation (hypothesis) 4. Plan and carry out an experiment 5. Gather data based on measurement and observations 6. Evaluate the data 7. Use the data to support reasonable explanations, inferences, and conclusions. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. a. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. a. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from or supports the argument presented. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). e. Provide a concluding statement or section that follows from or supports the argument presented. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers. d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers. Evaluate evidence behind currently accepted explanations or solutions to determine the merits of arguments. b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience???s knowledge of the topic. b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience' knowledge of the topic. b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed. c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. Recognize that scientific knowledge can be challenged or confirmed by new investigations and reexamination. d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented. Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. Construct an explanation based on valid and reliable evidence obtained from a variety of sources (including students' own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Evaluate the validity and reliability of multiple claims, methods, and/or designs that appear in scientific and technical texts or media reports, verifying the data when possible. Describe the factors affecting blood flow through the cardiovascular system. 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability. Identify ways individuals can help the environment. Recognize a way to help the local environment. 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. Describe ways the lifestyles of individuals and groups can help or hurt the environment. 11. Evaluate the merits of the explanations produced by others. Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. Identify a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Identify a scientific question 2. Examine reliable sources of information to identify what is already known 3. Develop a possible explanation (hypothesis) 4. Plan and carry out an experiment 5. Gather data based on measurement and observations 6. Evaluate the data 7. Use the data to support reasonable explanations, inferences, and conclusions. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. a. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from or supports the argument presented. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers. b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience_?_s knowledge of the topic. Recognize that scientific knowledge can be challenged or confirmed by new investigations and reexamination. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Biology Foundations: Animal Systems I Curriculum Standards: Describe the factors affecting blood flow through the cardiovascular system. Describe the factors affecting blood flow through the cardiovascular system. 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability. Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability. Identify ways individuals can help the environment. Recognize a way to help the local environment. Analyze data using tools, technologies, and/or models in order to make valid and reliable scientific claims or determine an optimal design solution. 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). 5. Plan investigations, (Design and evaluate a scientific investigation). Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data and refine the design accordingly. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 10. Communicate results of scientific investigations, and 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. Describe ways the lifestyles of individuals and groups can help or hurt the environment. 11. Evaluate the merits of the explanations produced by others. 11. Evaluate the merits of the explanations produced by others. Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. Identify a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Identify a scientific question 2. Examine reliable sources of information to identify what is already known 3. Develop a possible explanation (hypothesis) 4. Plan and carry out an experiment 5. Gather data based on measurement and observations 6. Evaluate the data 7. Use the data to support reasonable explanations, inferences, and conclusions. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. a. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. a. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from or supports the argument presented. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). e. Provide a concluding statement or section that follows from or supports the argument presented. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers. d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers. Evaluate evidence behind currently accepted explanations or solutions to determine the merits of arguments. b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience???s knowledge of the topic. b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience' knowledge of the topic. b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed. c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. Recognize that scientific knowledge can be challenged or confirmed by new investigations and reexamination. d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented. Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. Recognize that plants and animals use water to live. Construct an explanation based on valid and reliable evidence obtained from a variety of sources (including students' own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Evaluate the validity and reliability of multiple claims, methods, and/or designs that appear in scientific and technical texts or media reports, verifying the data when possible. Describe the factors affecting blood flow through the cardiovascular system. 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability. Identify ways individuals can help the environment. Recognize a way to help the local environment. 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. Describe ways the lifestyles of individuals and groups can help or hurt the environment. 11. Evaluate the merits of the explanations produced by others. Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. Identify a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Identify a scientific question 2. Examine reliable sources of information to identify what is already known 3. Develop a possible explanation (hypothesis) 4. Plan and carry out an experiment 5. Gather data based on measurement and observations 6. Evaluate the data 7. Use the data to support reasonable explanations, inferences, and conclusions. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. a. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from or supports the argument presented. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers. b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience_?_s knowledge of the topic. Recognize that scientific knowledge can be challenged or confirmed by new investigations and reexamination. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Lesson 1: Feeding and Digestion Connect Video: Black Bear Hibernation Investigate eText: Feeding and DIgestion Curriculum Standards: Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. In multicellular organisms, individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. (HS-LS1-4) Most multicellular organisms are composed of organ systems whose structures reflect their particular function. Recognize that small parts of a living thing can work together. Recognize that enzymes break down food molecules during the digestive process. Recognize that food is broken down in digestion (use of enzymes). Multicellular organisms have a hierarchical structural organization, in which any one system is made up of numerous parts and is itself a component of the next level. (HS-LS1-2) Recognize that plants and animals use water to live. Most multicellular organisms are composed of organ systems whose structures reflect their particular function. Recognize that small parts of a living thing can work together. Recognize that enzymes break down food molecules during the digestive process. Recognize that food is broken down in digestion (use of enzymes). Analyzing Data: Protein Digestion Interactivity: Obtaining Food Curriculum Standards: Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. In multicellular organisms, individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. (HS-LS1-4) Most multicellular organisms are composed of organ systems whose structures reflect their particular function. Recognize that small parts of a living thing can work together. Recognize that enzymes break down food molecules during the digestive process. Recognize that food is broken down in digestion (use of enzymes). Multicellular organisms have a hierarchical structural organization, in which any one system is made up of numerous parts and is itself a component of the next level. (HS-LS1-2) Most multicellular organisms are composed of organ systems whose structures reflect their particular function. Recognize that small parts of a living thing can work together. Recognize that enzymes break down food molecules during the digestive process. Recognize that food is broken down in digestion (use of enzymes). Spanish Workbook: Feeding and Digestion Editable Presentation: Feeding and Digestion Synthesize PBL Interactivity: Interacting Systems Curriculum Standards: Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. In multicellular organisms, individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. (HS-LS1-4) Most multicellular organisms are composed of organ systems whose structures reflect their particular function. Recognize that small parts of a living thing can work together. Multicellular organisms have a hierarchical structural organization, in which any one system is made up of numerous parts and is itself a component of the next level. (HS-LS1-2) Most multicellular organisms are composed of organ systems whose structures reflect their particular function. Recognize that small parts of a living thing can work together. PBL Interactivity Worksheet: Interacting Systems Demonstrate eText: Lesson Review: Feeding and Digestion Curriculum Standards: Recognize examples of mutual relationships between people and other living things. Identify relationships among organisms, including helping each other (mutualism); obtaining food (predation); benefiting at the expense of the other (parasitism); and competing with each other for food, space, or shelter (competition). Recognize that organisms can interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at expense of the other (parasitism). Recognize examples of mutual relationships between people and other living things. Identify relationships among organisms, including helping each other (mutualism); obtaining food (predation); benefiting at the expense of the other (parasitism); and competing with each other for food, space, or shelter (competition). Recognize that organisms can interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at expense of the other (parasitism). Quiz Review: Feeding and DIgestion Curriculum Standards: Recognize examples of mutual relationships between people and other living things. Identify relationships among organisms, including helping each other (mutualism); obtaining food (predation); benefiting at the expense of the other (parasitism); and competing with each other for food, space, or shelter (competition). Recognize that organisms can interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at expense of the other (parasitism). Recognize examples of mutual relationships between people and other living things. Identify relationships among organisms, including helping each other (mutualism); obtaining food (predation); benefiting at the expense of the other (parasitism); and competing with each other for food, space, or shelter (competition). Recognize that organisms can interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at expense of the other (parasitism). Editable Quiz: Feeding and Digestion Curriculum Standards: Recognize examples of mutual relationships between people and other living things. Identify relationships among organisms, including helping each other (mutualism); obtaining food (predation); benefiting at the expense of the other (parasitism); and competing with each other for food, space, or shelter (competition). Recognize that organisms can interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at expense of the other (parasitism). Recognize examples of mutual relationships between people and other living things. Identify relationships among organisms, including helping each other (mutualism); obtaining food (predation); benefiting at the expense of the other (parasitism); and competing with each other for food, space, or shelter (competition). Recognize that organisms can interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at expense of the other (parasitism). Quiz: Feeding and Digestion Curriculum Standards: Recognize examples of mutual relationships between people and other living things. Identify relationships among organisms, including helping each other (mutualism); obtaining food (predation); benefiting at the expense of the other (parasitism); and competing with each other for food, space, or shelter (competition). Recognize that organisms can interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at expense of the other (parasitism). Recognize examples of mutual relationships between people and other living things. Identify relationships among organisms, including helping each other (mutualism); obtaining food (predation); benefiting at the expense of the other (parasitism); and competing with each other for food, space, or shelter (competition). Recognize that organisms can interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at expense of the other (parasitism). Lesson 2: Respiration Connect Inquiry Warm-Up Lab: Hold That Breath! Investigate eText: Respiration Curriculum Standards: Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. In multicellular organisms, individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. (HS-LS1-4) Most multicellular organisms are composed of organ systems whose structures reflect their particular function. Recognize that small parts of a living thing can work together. Multicellular organisms have a hierarchical structural organization, in which any one system is made up of numerous parts and is itself a component of the next level. (HS-LS1-2) Most multicellular organisms are composed of organ systems whose structures reflect their particular function. Recognize that small parts of a living thing can work together. Interactivity: Respiration Curriculum Standards: Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. In multicellular organisms, individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. (HS-LS1-4) Most multicellular organisms are composed of organ systems whose structures reflect their particular function. Recognize that small parts of a living thing can work together. Multicellular organisms have a hierarchical structural organization, in which any one system is made up of numerous parts and is itself a component of the next level. (HS-LS1-2) Most multicellular organisms are composed of organ systems whose structures reflect their particular function. Recognize that small parts of a living thing can work together. Spanish Workbook: Respiration Editable Presentation: Respiration Synthesize Science Skills Activity: Fish Respiration Curriculum Standards: Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. In multicellular organisms, individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. (HS-LS1-4) Most multicellular organisms are composed of organ systems whose structures reflect their particular function. Recognize that small parts of a living thing can work together. Multicellular organisms have a hierarchical structural organization, in which any one system is made up of numerous parts and is itself a component of the next level. (HS-LS1-2) Most multicellular organisms are composed of organ systems whose structures reflect their particular function. Recognize that small parts of a living thing can work together. Science Skills Worksheet: Fish Respiration Demonstrate eText: Lesson Review: Respiration Quiz Review: Respiration Editable Quiz: Respiration Quiz: Respiration Lesson 3: Circulation Connect Class Discussion: Open or Closed? Curriculum Standards: Describe the factors affecting blood flow through the cardiovascular system. Describe the factors affecting blood flow through the cardiovascular system. Describe the factors affecting blood flow through the cardiovascular system. Investigate eText: Circulation Curriculum Standards: Describe the factors affecting blood flow through the cardiovascular system. Describe the factors affecting blood flow through the cardiovascular system. Describe the factors affecting blood flow through the cardiovascular system. Interactivity: Animal Circulation Curriculum Standards: Describe the factors affecting blood flow through the cardiovascular system. Describe the factors affecting blood flow through the cardiovascular system. Describe the factors affecting blood flow through the cardiovascular system. Spanish Workbook: Circulation Editable Presentation: Circulation Synthesize Interactive Video: Animal Blood Curriculum Standards: Describe the factors affecting blood flow through the cardiovascular system. Describe the factors affecting blood flow through the cardiovascular system. Describe the factors affecting blood flow through the cardiovascular system. Modeling Lab: Modeling Vertebrate Hearts Curriculum Standards: Describe the factors affecting blood flow through the cardiovascular system. Describe the factors affecting blood flow through the cardiovascular system. Describe the factors affecting blood flow through the cardiovascular system. Foundations Modeling Lab: Modeling Vertebrate Hearts Demonstrate eText: Lesson Review: Circulation Curriculum Standards: Discuss the special properties of water that contribute to Earth's suitability as an environment for life: cohesive behavior, ability to moderate temperature, expansion upon freezing, and versatility as a solvent. The abundance of liquid water on Earth's surface and its unique combination of physical and chemical properties are central to the planet's dynamics. These properties include water's exceptional capacity to absorb, store, and release large amounts of energy, transmit sunlight, expand upon freezing, dissolve and transport materials, and lower the viscosities and melting points of rocks. (HS-ESS2-5) Discuss the special properties of water that contribute to Earth's suitability as an environment for life: cohesive behavior, ability to moderate temperature, expansion upon freezing, and versatility as a solvent. Identify that special properties of water, such as the ability to moderate temperature and dissolve substances, help to sustain living things on Earth. Identify the important role of water in sustaining life of plants and animals. Discuss the special properties of water that contribute to Earth's suitability as an environment for life: cohesive behavior, ability to moderate temperature, expansion upon freezing, and versatility as a solvent. Identify that special properties of water, such as the ability to moderate temperature and dissolve substances, help to sustain living things on Earth. Identify the important role of water in sustaining life of plants and animals. Quiz Review: Circulation Curriculum Standards: Discuss the special properties of water that contribute to Earth's suitability as an environment for life: cohesive behavior, ability to moderate temperature, expansion upon freezing, and versatility as a solvent. The abundance of liquid water on Earth's surface and its unique combination of physical and chemical properties are central to the planet's dynamics. These properties include water's exceptional capacity to absorb, store, and release large amounts of energy, transmit sunlight, expand upon freezing, dissolve and transport materials, and lower the viscosities and melting points of rocks. (HS-ESS2-5) Discuss the special properties of water that contribute to Earth's suitability as an environment for life: cohesive behavior, ability to moderate temperature, expansion upon freezing, and versatility as a solvent. Identify that special properties of water, such as the ability to moderate temperature and dissolve substances, help to sustain living things on Earth. Identify the important role of water in sustaining life of plants and animals. Discuss the special properties of water that contribute to Earth's suitability as an environment for life: cohesive behavior, ability to moderate temperature, expansion upon freezing, and versatility as a solvent. Identify that special properties of water, such as the ability to moderate temperature and dissolve substances, help to sustain living things on Earth. Identify the important role of water in sustaining life of plants and animals. Editable Quiz: Circulation Curriculum Standards: Discuss the special properties of water that contribute to Earth's suitability as an environment for life: cohesive behavior, ability to moderate temperature, expansion upon freezing, and versatility as a solvent. The abundance of liquid water on Earth's surface and its unique combination of physical and chemical properties are central to the planet's dynamics. These properties include water's exceptional capacity to absorb, store, and release large amounts of energy, transmit sunlight, expand upon freezing, dissolve and transport materials, and lower the viscosities and melting points of rocks. (HS-ESS2-5) Discuss the special properties of water that contribute to Earth's suitability as an environment for life: cohesive behavior, ability to moderate temperature, expansion upon freezing, and versatility as a solvent. Identify that special properties of water, such as the ability to moderate temperature and dissolve substances, help to sustain living things on Earth. Identify the important role of water in sustaining life of plants and animals. Discuss the special properties of water that contribute to Earth's suitability as an environment for life: cohesive behavior, ability to moderate temperature, expansion upon freezing, and versatility as a solvent. Identify that special properties of water, such as the ability to moderate temperature and dissolve substances, help to sustain living things on Earth. Identify the important role of water in sustaining life of plants and animals. Quiz: Circulation Curriculum Standards: Discuss the special properties of water that contribute to Earth's suitability as an environment for life: cohesive behavior, ability to moderate temperature, expansion upon freezing, and versatility as a solvent. The abundance of liquid water on Earth's surface and its unique combination of physical and chemical properties are central to the planet's dynamics. These properties include water's exceptional capacity to absorb, store, and release large amounts of energy, transmit sunlight, expand upon freezing, dissolve and transport materials, and lower the viscosities and melting points of rocks. (HS-ESS2-5) Discuss the special properties of water that contribute to Earth's suitability as an environment for life: cohesive behavior, ability to moderate temperature, expansion upon freezing, and versatility as a solvent. Identify that special properties of water, such as the ability to moderate temperature and dissolve substances, help to sustain living things on Earth. Identify the important role of water in sustaining life of plants and animals. Discuss the special properties of water that contribute to Earth's suitability as an environment for life: cohesive behavior, ability to moderate temperature, expansion upon freezing, and versatility as a solvent. Identify that special properties of water, such as the ability to moderate temperature and dissolve substances, help to sustain living things on Earth. Identify the important role of water in sustaining life of plants and animals. Lesson 4: Excretion Connect Inquiry Warm-Up Lab: Your Body's Filter Curriculum Standards: Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. In multicellular organisms, individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. (HS-LS1-4) Most multicellular organisms are composed of organ systems whose structures reflect their particular function. Recognize that small parts of a living thing can work together. Multicellular organisms have a hierarchical structural organization, in which any one system is made up of numerous parts and is itself a component of the next level. (HS-LS1-2) Most multicellular organisms are composed of organ systems whose structures reflect their particular function. Recognize that small parts of a living thing can work together. Investigate eText: Excretion Curriculum Standards: Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. In multicellular organisms, individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. (HS-LS1-4) Most multicellular organisms are composed of organ systems whose structures reflect their particular function. Recognize that small parts of a living thing can work together. Multicellular organisms have a hierarchical structural organization, in which any one system is made up of numerous parts and is itself a component of the next level. (HS-LS1-2) Most multicellular organisms are composed of organ systems whose structures reflect their particular function. Recognize that small parts of a living thing can work together. Quick Lab: Water and Nitrogen Excretion Interactivity: Excretion Curriculum Standards: Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. In multicellular organisms, individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. (HS-LS1-4) Most multicellular organisms are composed of organ systems whose structures reflect their particular function. Recognize that small parts of a living thing can work together. Multicellular organisms have a hierarchical structural organization, in which any one system is made up of numerous parts and is itself a component of the next level. (HS-LS1-2) Most multicellular organisms are composed of organ systems whose structures reflect their particular function. Recognize that small parts of a living thing can work together. Spanish Workbook: Excretion Editable Presentation: Excretion Synthesize Simulation: Clam Farming Curriculum Standards: Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. In multicellular organisms, individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. (HS-LS1-4) Most multicellular organisms are composed of organ systems whose structures reflect their particular function. Recognize that small parts of a living thing can work together. Multicellular organisms have a hierarchical structural organization, in which any one system is made up of numerous parts and is itself a component of the next level. (HS-LS1-2) Most multicellular organisms are composed of organ systems whose structures reflect their particular function. Recognize that small parts of a living thing can work together. Demonstrate eText: Lesson Review: Excretion Quiz Review: Excretion Editable Quiz: Excretion Quiz: Excretion Chapter Close: Animal Systems I eText: Case Study Wrap-Up: How Do Animal Processes and Human Activity Affect the Environment? Curriculum Standards: Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability. Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability. Identify ways individuals can help the environment. Recognize a way to help the local environment. Describe ways the lifestyles of individuals and groups can help or hurt the environment. Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability. Identify ways individuals can help the environment. Recognize a way to help the local environment. Describe ways the lifestyles of individuals and groups can help or hurt the environment. Career Video: Zookeeper eText: Chapter 25 Study Guide Curriculum Standards: Discuss the special properties of water that contribute to Earth's suitability as an environment for life: cohesive behavior, ability to moderate temperature, expansion upon freezing, and versatility as a solvent. The abundance of liquid water on Earth's surface and its unique combination of physical and chemical properties are central to the planet's dynamics. These properties include water's exceptional capacity to absorb, store, and release large amounts of energy, transmit sunlight, expand upon freezing, dissolve and transport materials, and lower the viscosities and melting points of rocks. (HS-ESS2-5) Discuss the special properties of water that contribute to Earth's suitability as an environment for life: cohesive behavior, ability to moderate temperature, expansion upon freezing, and versatility as a solvent. Identify that special properties of water, such as the ability to moderate temperature and dissolve substances, help to sustain living things on Earth. Identify the important role of water in sustaining life of plants and animals. Recognize examples of mutual relationships between people and other living things. Identify relationships among organisms, including helping each other (mutualism); obtaining food (predation); benefiting at the expense of the other (parasitism); and competing with each other for food, space, or shelter (competition). Recognize that organisms can interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at expense of the other (parasitism). Discuss the special properties of water that contribute to Earth's suitability as an environment for life: cohesive behavior, ability to moderate temperature, expansion upon freezing, and versatility as a solvent. Identify that special properties of water, such as the ability to moderate temperature and dissolve substances, help to sustain living things on Earth. Identify the important role of water in sustaining life of plants and animals. Recognize examples of mutual relationships between people and other living things. Identify relationships among organisms, including helping each other (mutualism); obtaining food (predation); benefiting at the expense of the other (parasitism); and competing with each other for food, space, or shelter (competition). Recognize that organisms can interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at expense of the other (parasitism). eText: Performance-Based-Assessment: Design a Zoo Exhibit Curriculum Standards: 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). Analyze data using tools, technologies, and/or models in order to make valid and reliable scientific claims or determine an optimal design solution. 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). 5. Plan investigations, (Design and evaluate a scientific investigation). Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data and refine the design accordingly. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 10. Communicate results of scientific investigations, and 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. 11. Evaluate the merits of the explanations produced by others. 11. Evaluate the merits of the explanations produced by others. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. Identify a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Identify a scientific question 2. Examine reliable sources of information to identify what is already known 3. Develop a possible explanation (hypothesis) 4. Plan and carry out an experiment 5. Gather data based on measurement and observations 6. Evaluate the data 7. Use the data to support reasonable explanations, inferences, and conclusions. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. Evaluate evidence behind currently accepted explanations or solutions to determine the merits of arguments. b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed. c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. Recognize that scientific knowledge can be challenged or confirmed by new investigations and reexamination. d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented. Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. Construct an explanation based on valid and reliable evidence obtained from a variety of sources (including students' own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Evaluate the validity and reliability of multiple claims, methods, and/or designs that appear in scientific and technical texts or media reports, verifying the data when possible. 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. 11. Evaluate the merits of the explanations produced by others. Identify a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Identify a scientific question 2. Examine reliable sources of information to identify what is already known 3. Develop a possible explanation (hypothesis) 4. Plan and carry out an experiment 5. Gather data based on measurement and observations 6. Evaluate the data 7. Use the data to support reasonable explanations, inferences, and conclusions. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. Recognize that scientific knowledge can be challenged or confirmed by new investigations and reexamination. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. eText: Chapter 25 Assessment Curriculum Standards: Discuss the special properties of water that contribute to Earth's suitability as an environment for life: cohesive behavior, ability to moderate temperature, expansion upon freezing, and versatility as a solvent. The abundance of liquid water on Earth's surface and its unique combination of physical and chemical properties are central to the planet's dynamics. These properties include water's exceptional capacity to absorb, store, and release large amounts of energy, transmit sunlight, expand upon freezing, dissolve and transport materials, and lower the viscosities and melting points of rocks. (HS-ESS2-5) Discuss the special properties of water that contribute to Earth's suitability as an environment for life: cohesive behavior, ability to moderate temperature, expansion upon freezing, and versatility as a solvent. Identify that special properties of water, such as the ability to moderate temperature and dissolve substances, help to sustain living things on Earth. Identify the important role of water in sustaining life of plants and animals. Recognize examples of mutual relationships between people and other living things. Identify relationships among organisms, including helping each other (mutualism); obtaining food (predation); benefiting at the expense of the other (parasitism); and competing with each other for food, space, or shelter (competition). Recognize that organisms can interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at expense of the other (parasitism). Discuss the special properties of water that contribute to Earth's suitability as an environment for life: cohesive behavior, ability to moderate temperature, expansion upon freezing, and versatility as a solvent. Identify that special properties of water, such as the ability to moderate temperature and dissolve substances, help to sustain living things on Earth. Identify the important role of water in sustaining life of plants and animals. Recognize examples of mutual relationships between people and other living things. Identify relationships among organisms, including helping each other (mutualism); obtaining food (predation); benefiting at the expense of the other (parasitism); and competing with each other for food, space, or shelter (competition). Recognize that organisms can interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at expense of the other (parasitism). Test Review: Animal Systems I Curriculum Standards: Discuss the special properties of water that contribute to Earth's suitability as an environment for life: cohesive behavior, ability to moderate temperature, expansion upon freezing, and versatility as a solvent. The abundance of liquid water on Earth's surface and its unique combination of physical and chemical properties are central to the planet's dynamics. These properties include water's exceptional capacity to absorb, store, and release large amounts of energy, transmit sunlight, expand upon freezing, dissolve and transport materials, and lower the viscosities and melting points of rocks. (HS-ESS2-5) Discuss the special properties of water that contribute to Earth's suitability as an environment for life: cohesive behavior, ability to moderate temperature, expansion upon freezing, and versatility as a solvent. Identify that special properties of water, such as the ability to moderate temperature and dissolve substances, help to sustain living things on Earth. Identify the important role of water in sustaining life of plants and animals. Recognize examples of mutual relationships between people and other living things. Identify relationships among organisms, including helping each other (mutualism); obtaining food (predation); benefiting at the expense of the other (parasitism); and competing with each other for food, space, or shelter (competition). Recognize that organisms can interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at expense of the other (parasitism). Discuss the special properties of water that contribute to Earth's suitability as an environment for life: cohesive behavior, ability to moderate temperature, expansion upon freezing, and versatility as a solvent. Identify that special properties of water, such as the ability to moderate temperature and dissolve substances, help to sustain living things on Earth. Identify the important role of water in sustaining life of plants and animals. Recognize examples of mutual relationships between people and other living things. Identify relationships among organisms, including helping each other (mutualism); obtaining food (predation); benefiting at the expense of the other (parasitism); and competing with each other for food, space, or shelter (competition). Recognize that organisms can interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at expense of the other (parasitism). Editable Test: Animal Systems I Curriculum Standards: Discuss the special properties of water that contribute to Earth's suitability as an environment for life: cohesive behavior, ability to moderate temperature, expansion upon freezing, and versatility as a solvent. The abundance of liquid water on Earth's surface and its unique combination of physical and chemical properties are central to the planet's dynamics. These properties include water's exceptional capacity to absorb, store, and release large amounts of energy, transmit sunlight, expand upon freezing, dissolve and transport materials, and lower the viscosities and melting points of rocks. (HS-ESS2-5) Discuss the special properties of water that contribute to Earth's suitability as an environment for life: cohesive behavior, ability to moderate temperature, expansion upon freezing, and versatility as a solvent. Identify that special properties of water, such as the ability to moderate temperature and dissolve substances, help to sustain living things on Earth. Identify the important role of water in sustaining life of plants and animals. Recognize examples of mutual relationships between people and other living things. Identify relationships among organisms, including helping each other (mutualism); obtaining food (predation); benefiting at the expense of the other (parasitism); and competing with each other for food, space, or shelter (competition). Recognize that organisms can interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at expense of the other (parasitism). Discuss the special properties of water that contribute to Earth's suitability as an environment for life: cohesive behavior, ability to moderate temperature, expansion upon freezing, and versatility as a solvent. Identify that special properties of water, such as the ability to moderate temperature and dissolve substances, help to sustain living things on Earth. Identify the important role of water in sustaining life of plants and animals. Recognize examples of mutual relationships between people and other living things. Identify relationships among organisms, including helping each other (mutualism); obtaining food (predation); benefiting at the expense of the other (parasitism); and competing with each other for food, space, or shelter (competition). Recognize that organisms can interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at expense of the other (parasitism). Test: Animal Systems I Curriculum Standards: Discuss the special properties of water that contribute to Earth's suitability as an environment for life: cohesive behavior, ability to moderate temperature, expansion upon freezing, and versatility as a solvent. The abundance of liquid water on Earth's surface and its unique combination of physical and chemical properties are central to the planet's dynamics. These properties include water's exceptional capacity to absorb, store, and release large amounts of energy, transmit sunlight, expand upon freezing, dissolve and transport materials, and lower the viscosities and melting points of rocks. (HS-ESS2-5) Discuss the special properties of water that contribute to Earth's suitability as an environment for life: cohesive behavior, ability to moderate temperature, expansion upon freezing, and versatility as a solvent. Identify that special properties of water, such as the ability to moderate temperature and dissolve substances, help to sustain living things on Earth. Identify the important role of water in sustaining life of plants and animals. Recognize examples of mutual relationships between people and other living things. Identify relationships among organisms, including helping each other (mutualism); obtaining food (predation); benefiting at the expense of the other (parasitism); and competing with each other for food, space, or shelter (competition). Recognize that organisms can interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at expense of the other (parasitism). Discuss the special properties of water that contribute to Earth's suitability as an environment for life: cohesive behavior, ability to moderate temperature, expansion upon freezing, and versatility as a solvent. Identify that special properties of water, such as the ability to moderate temperature and dissolve substances, help to sustain living things on Earth. Identify the important role of water in sustaining life of plants and animals. Recognize examples of mutual relationships between people and other living things. Identify relationships among organisms, including helping each other (mutualism); obtaining food (predation); benefiting at the expense of the other (parasitism); and competing with each other for food, space, or shelter (competition). Recognize that organisms can interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at expense of the other (parasitism). eText: FL End-of-Course Test Practice: Animal Systems I Curriculum Standards: Describe the factors affecting blood flow through the cardiovascular system. Describe the factors affecting blood flow through the cardiovascular system. Describe the factors affecting blood flow through the cardiovascular system. Editable FL EOC Test: Animal Systems I Curriculum Standards: Describe the factors affecting blood flow through the cardiovascular system. Describe the factors affecting blood flow through the cardiovascular system. Describe the factors affecting blood flow through the cardiovascular system. FL End-of-Course Test Practice: Animal Systems I Curriculum Standards: Describe the factors affecting blood flow through the cardiovascular system. Describe the factors affecting blood flow through the cardiovascular system. Describe the factors affecting blood flow through the cardiovascular system. Enrichment: Animal Systems I HHMI Enrichment Video: The Making of the Fittest: The Birth and Death of Genes (Icefish) - Part 1 HHMI Enrichment Video: The Making of the Fittest: The Birth and Death of Genes (Icefish) - Part 2 HHMI Enrichment Video: The Birth and Death of Genes Student Quiz HHMI Enrichment Activity: Icefish Adaptations Chapter 26: Animal Systems II Chapter Opener: Animal Systems II eText: Animal Systems II Curriculum Standards: Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). Identify the major parts of the brain on diagrams or models. Identify the major parts of the brain on diagrams or models. Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. Describe how mutation and genetic recombination increase genetic variation. Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. Describe how mutation and genetic recombination increase genetic variation. 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Model chromosome progression through meiosis and fertilization in order to argue how the processes of sexual reproduction lead to both genetic similarities and variation in diploid organisms. Compare and contrast the processes of sexual and asexual reproduction, identifying the advantages and disadvantages of each. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment's limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. (HS-LS4-2) Genetic information is passed from generation to generation by DNA in all organisms and accounts for similarities in related individuals. Analyze data using tools, technologies, and/or models in order to make valid and reliable scientific claims or determine an optimal design solution. 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). 5. Plan investigations, (Design and evaluate a scientific investigation). Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data and refine the design accordingly. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 10. Communicate results of scientific investigations, and 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. 11. Evaluate the merits of the explanations produced by others. 11. Evaluate the merits of the explanations produced by others. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. Identify a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Identify a scientific question 2. Examine reliable sources of information to identify what is already known 3. Develop a possible explanation (hypothesis) 4. Plan and carry out an experiment 5. Gather data based on measurement and observations 6. Evaluate the data 7. Use the data to support reasonable explanations, inferences, and conclusions. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. a. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. a. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from or supports the argument presented. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). e. Provide a concluding statement or section that follows from or supports the argument presented. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers. d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers. Evaluate evidence behind currently accepted explanations or solutions to determine the merits of arguments. b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience???s knowledge of the topic. b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience' knowledge of the topic. Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. Construct an explanation based on valid and reliable evidence obtained from a variety of sources (including students' own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Explain how protein formation results in phenotypic variation and discuss how changes in DNA can lead to somatic or germ line mutations. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. (HS-LS3-2) Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Evaluate the validity and reliability of multiple claims, methods, and/or designs that appear in scientific and technical texts or media reports, verifying the data when possible. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). Identify the major parts of the brain on diagrams or models. Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. Describe how mutation and genetic recombination increase genetic variation. 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Genetic information is passed from generation to generation by DNA in all organisms and accounts for similarities in related individuals. 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. 11. Evaluate the merits of the explanations produced by others. Identify a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Identify a scientific question 2. Examine reliable sources of information to identify what is already known 3. Develop a possible explanation (hypothesis) 4. Plan and carry out an experiment 5. Gather data based on measurement and observations 6. Evaluate the data 7. Use the data to support reasonable explanations, inferences, and conclusions. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. a. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from or supports the argument presented. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers. b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience_?_s knowledge of the topic. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Biology Foundations: Animal Systems II Curriculum Standards: Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). Identify the major parts of the brain on diagrams or models. Identify the major parts of the brain on diagrams or models. Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. Describe how mutation and genetic recombination increase genetic variation. Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. Describe how mutation and genetic recombination increase genetic variation. 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Model chromosome progression through meiosis and fertilization in order to argue how the processes of sexual reproduction lead to both genetic similarities and variation in diploid organisms. Compare and contrast the processes of sexual and asexual reproduction, identifying the advantages and disadvantages of each. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment's limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. (HS-LS4-2) Genetic information is passed from generation to generation by DNA in all organisms and accounts for similarities in related individuals. Analyze data using tools, technologies, and/or models in order to make valid and reliable scientific claims or determine an optimal design solution. 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). 5. Plan investigations, (Design and evaluate a scientific investigation). Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data and refine the design accordingly. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 10. Communicate results of scientific investigations, and 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. 11. Evaluate the merits of the explanations produced by others. 11. Evaluate the merits of the explanations produced by others. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. Identify a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Identify a scientific question 2. Examine reliable sources of information to identify what is already known 3. Develop a possible explanation (hypothesis) 4. Plan and carry out an experiment 5. Gather data based on measurement and observations 6. Evaluate the data 7. Use the data to support reasonable explanations, inferences, and conclusions. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. a. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. a. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from or supports the argument presented. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). e. Provide a concluding statement or section that follows from or supports the argument presented. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers. d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers. Evaluate evidence behind currently accepted explanations or solutions to determine the merits of arguments. b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience???s knowledge of the topic. b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience' knowledge of the topic. Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. Construct an explanation based on valid and reliable evidence obtained from a variety of sources (including students' own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Explain how protein formation results in phenotypic variation and discuss how changes in DNA can lead to somatic or germ line mutations. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. (HS-LS3-2) Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Evaluate the validity and reliability of multiple claims, methods, and/or designs that appear in scientific and technical texts or media reports, verifying the data when possible. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). Identify the major parts of the brain on diagrams or models. Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. Describe how mutation and genetic recombination increase genetic variation. 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Genetic information is passed from generation to generation by DNA in all organisms and accounts for similarities in related individuals. 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. 11. Evaluate the merits of the explanations produced by others. Identify a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Identify a scientific question 2. Examine reliable sources of information to identify what is already known 3. Develop a possible explanation (hypothesis) 4. Plan and carry out an experiment 5. Gather data based on measurement and observations 6. Evaluate the data 7. Use the data to support reasonable explanations, inferences, and conclusions. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. a. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from or supports the argument presented. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers. b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience_?_s knowledge of the topic. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Lesson 1: Response Connect Class Discussion: Response Time Curriculum Standards: Identify the major parts of the brain on diagrams or models. Identify the major parts of the brain on diagrams or models. Identify the major parts of the brain on diagrams or models. Investigate eText: Response Curriculum Standards: Identify the major parts of the brain on diagrams or models. Identify the major parts of the brain on diagrams or models. Identify the major parts of the brain on diagrams or models. Quick Lab: Does a Planarian Have a Head? Interactivity: Neurons Curriculum Standards: Identify the major parts of the brain on diagrams or models. Identify the major parts of the brain on diagrams or models. Identify the major parts of the brain on diagrams or models. Spanish Workbook: Response Editable Presentation: Response Synthesize Simulation: Adaptations of Sense Organs Curriculum Standards: Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. In multicellular organisms, individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. (HS-LS1-4) Most multicellular organisms are composed of organ systems whose structures reflect their particular function. Recognize that small parts of a living thing can work together. Multicellular organisms have a hierarchical structural organization, in which any one system is made up of numerous parts and is itself a component of the next level. (HS-LS1-2) Most multicellular organisms are composed of organ systems whose structures reflect their particular function. Recognize that small parts of a living thing can work together. Demonstrate eText: Lesson Review: Response Curriculum Standards: Identify the major parts of the brain on diagrams or models. Identify the major parts of the brain on diagrams or models. Identify the major parts of the brain on diagrams or models. Quiz Review: Response Curriculum Standards: Identify the major parts of the brain on diagrams or models. Identify the major parts of the brain on diagrams or models. Identify the major parts of the brain on diagrams or models. Editable Quiz: Response Curriculum Standards: Identify the major parts of the brain on diagrams or models. Identify the major parts of the brain on diagrams or models. Identify the major parts of the brain on diagrams or models. Quiz: Response Curriculum Standards: Identify the major parts of the brain on diagrams or models. Identify the major parts of the brain on diagrams or models. Identify the major parts of the brain on diagrams or models. Lesson 2: Movement and Support Connect Class Discussion: Means of Support Curriculum Standards: Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. In multicellular organisms, individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. (HS-LS1-4) Most multicellular organisms are composed of organ systems whose structures reflect their particular function. Recognize that small parts of a living thing can work together. Multicellular organisms have a hierarchical structural organization, in which any one system is made up of numerous parts and is itself a component of the next level. (HS-LS1-2) Most multicellular organisms are composed of organ systems whose structures reflect their particular function. Recognize that small parts of a living thing can work together. Investigate eText: Movement and Support Curriculum Standards: Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. In multicellular organisms, individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. (HS-LS1-4) Most multicellular organisms are composed of organ systems whose structures reflect their particular function. Recognize that small parts of a living thing can work together. Multicellular organisms have a hierarchical structural organization, in which any one system is made up of numerous parts and is itself a component of the next level. (HS-LS1-2) Most multicellular organisms are composed of organ systems whose structures reflect their particular function. Recognize that small parts of a living thing can work together. Interactivity: Skeletons, Muscles, and Joints Curriculum Standards: Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. In multicellular organisms, individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. (HS-LS1-4) Most multicellular organisms are composed of organ systems whose structures reflect their particular function. Recognize that small parts of a living thing can work together. Multicellular organisms have a hierarchical structural organization, in which any one system is made up of numerous parts and is itself a component of the next level. (HS-LS1-2) Most multicellular organisms are composed of organ systems whose structures reflect their particular function. Recognize that small parts of a living thing can work together. Spanish Workbook: Movement and Support Editable Presentation: Movement and Support Synthesize Science Skills Activity: Comparing Bones Curriculum Standards: Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. In multicellular organisms, individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. (HS-LS1-4) Most multicellular organisms are composed of organ systems whose structures reflect their particular function. Recognize that small parts of a living thing can work together. Multicellular organisms have a hierarchical structural organization, in which any one system is made up of numerous parts and is itself a component of the next level. (HS-LS1-2) Most multicellular organisms are composed of organ systems whose structures reflect their particular function. Recognize that small parts of a living thing can work together. Science Skills Worksheet: Comparing Bones Demonstrate eText: Lesson Review: Movement and Support Quiz Review: Movement and Support Editable Quiz: Movement and Support Quiz: Movement and Support Lesson 3: Reproduction Connect Video: Crazy Animal Births Investigate eText: Reproduction Curriculum Standards: Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. Describe how mutation and genetic recombination increase genetic variation. Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. Describe how mutation and genetic recombination increase genetic variation. Recognize that plants and animals change as they age. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Model chromosome progression through meiosis and fertilization in order to argue how the processes of sexual reproduction lead to both genetic similarities and variation in diploid organisms. Compare and contrast the processes of sexual and asexual reproduction, identifying the advantages and disadvantages of each. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment's limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. (HS-LS4-2) Genetic information is passed from generation to generation by DNA in all organisms and accounts for similarities in related individuals. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Explain how protein formation results in phenotypic variation and discuss how changes in DNA can lead to somatic or germ line mutations. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. (HS-LS3-2) Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. Describe how mutation and genetic recombination increase genetic variation. Recognize that plants and animals change as they age. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Genetic information is passed from generation to generation by DNA in all organisms and accounts for similarities in related individuals. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Analyzing Data: Gestational Period Interactivity: Reproductive Strategies Curriculum Standards: Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. Describe how mutation and genetic recombination increase genetic variation. Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. Describe how mutation and genetic recombination increase genetic variation. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Model chromosome progression through meiosis and fertilization in order to argue how the processes of sexual reproduction lead to both genetic similarities and variation in diploid organisms. Compare and contrast the processes of sexual and asexual reproduction, identifying the advantages and disadvantages of each. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment's limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. (HS-LS4-2) Genetic information is passed from generation to generation by DNA in all organisms and accounts for similarities in related individuals. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Explain how protein formation results in phenotypic variation and discuss how changes in DNA can lead to somatic or germ line mutations. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. (HS-LS3-2) Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. Describe how mutation and genetic recombination increase genetic variation. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Genetic information is passed from generation to generation by DNA in all organisms and accounts for similarities in related individuals. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Spanish Workbook: Reproduction Editable Presentation: Reproduction Synthesize Interactive Video: Reproduction Strategies Curriculum Standards: Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. Describe how mutation and genetic recombination increase genetic variation. Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. Describe how mutation and genetic recombination increase genetic variation. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Model chromosome progression through meiosis and fertilization in order to argue how the processes of sexual reproduction lead to both genetic similarities and variation in diploid organisms. Compare and contrast the processes of sexual and asexual reproduction, identifying the advantages and disadvantages of each. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment's limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. (HS-LS4-2) Genetic information is passed from generation to generation by DNA in all organisms and accounts for similarities in related individuals. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Explain how protein formation results in phenotypic variation and discuss how changes in DNA can lead to somatic or germ line mutations. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. (HS-LS3-2) Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. Describe how mutation and genetic recombination increase genetic variation. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Genetic information is passed from generation to generation by DNA in all organisms and accounts for similarities in related individuals. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Demonstrate eText: Lesson Review: Reproduction Curriculum Standards: Describe the basic anatomy and physiology of the human reproductive system. Describe the process of human development from fertilization to birth and major changes that occur in each trimester of pregnancy. Describe the basic anatomy and physiology of the human reproductive system. Describe the process of human development from fertilization to birth and major changes that occur in each trimester of pregnancy. Recognize that living things produce offspring (reproduce). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Evaluate scientific data collected from analysis of molecular sequences, fossil records, biogeography, and embryology. Identify chronological patterns of change and communicate that biological evolution is supported by multiple lines of empirical evidence that identify similarities inherited from a common ancestor (homologies). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Model chromosome progression through meiosis and fertilization in order to argue how the processes of sexual reproduction lead to both genetic similarities and variation in diploid organisms. Compare and contrast the processes of sexual and asexual reproduction, identifying the advantages and disadvantages of each. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Genetic information is passed from generation to generation by DNA in all organisms and accounts for similarities in related individuals. Describe the basic anatomy and physiology of the human reproductive system. Describe the process of human development from fertilization to birth and major changes that occur in each trimester of pregnancy. Recognize that living things produce offspring (reproduce). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Genetic information is passed from generation to generation by DNA in all organisms and accounts for similarities in related individuals. Quiz Review: Reproduction Curriculum Standards: Describe the basic anatomy and physiology of the human reproductive system. Describe the process of human development from fertilization to birth and major changes that occur in each trimester of pregnancy. Describe the basic anatomy and physiology of the human reproductive system. Describe the process of human development from fertilization to birth and major changes that occur in each trimester of pregnancy. Recognize that living things produce offspring (reproduce). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Evaluate scientific data collected from analysis of molecular sequences, fossil records, biogeography, and embryology. Identify chronological patterns of change and communicate that biological evolution is supported by multiple lines of empirical evidence that identify similarities inherited from a common ancestor (homologies). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Model chromosome progression through meiosis and fertilization in order to argue how the processes of sexual reproduction lead to both genetic similarities and variation in diploid organisms. Compare and contrast the processes of sexual and asexual reproduction, identifying the advantages and disadvantages of each. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Genetic information is passed from generation to generation by DNA in all organisms and accounts for similarities in related individuals. Describe the basic anatomy and physiology of the human reproductive system. Describe the process of human development from fertilization to birth and major changes that occur in each trimester of pregnancy. Recognize that living things produce offspring (reproduce). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Genetic information is passed from generation to generation by DNA in all organisms and accounts for similarities in related individuals. Editable Quiz: Reproduction Curriculum Standards: Describe the basic anatomy and physiology of the human reproductive system. Describe the process of human development from fertilization to birth and major changes that occur in each trimester of pregnancy. Describe the basic anatomy and physiology of the human reproductive system. Describe the process of human development from fertilization to birth and major changes that occur in each trimester of pregnancy. Recognize that living things produce offspring (reproduce). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Evaluate scientific data collected from analysis of molecular sequences, fossil records, biogeography, and embryology. Identify chronological patterns of change and communicate that biological evolution is supported by multiple lines of empirical evidence that identify similarities inherited from a common ancestor (homologies). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Model chromosome progression through meiosis and fertilization in order to argue how the processes of sexual reproduction lead to both genetic similarities and variation in diploid organisms. Compare and contrast the processes of sexual and asexual reproduction, identifying the advantages and disadvantages of each. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Genetic information is passed from generation to generation by DNA in all organisms and accounts for similarities in related individuals. Describe the basic anatomy and physiology of the human reproductive system. Describe the process of human development from fertilization to birth and major changes that occur in each trimester of pregnancy. Recognize that living things produce offspring (reproduce). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Genetic information is passed from generation to generation by DNA in all organisms and accounts for similarities in related individuals. Quiz: Reproduction Curriculum Standards: Describe the basic anatomy and physiology of the human reproductive system. Describe the process of human development from fertilization to birth and major changes that occur in each trimester of pregnancy. Describe the basic anatomy and physiology of the human reproductive system. Describe the process of human development from fertilization to birth and major changes that occur in each trimester of pregnancy. Recognize that living things produce offspring (reproduce). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Evaluate scientific data collected from analysis of molecular sequences, fossil records, biogeography, and embryology. Identify chronological patterns of change and communicate that biological evolution is supported by multiple lines of empirical evidence that identify similarities inherited from a common ancestor (homologies). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Model chromosome progression through meiosis and fertilization in order to argue how the processes of sexual reproduction lead to both genetic similarities and variation in diploid organisms. Compare and contrast the processes of sexual and asexual reproduction, identifying the advantages and disadvantages of each. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Genetic information is passed from generation to generation by DNA in all organisms and accounts for similarities in related individuals. Describe the basic anatomy and physiology of the human reproductive system. Describe the process of human development from fertilization to birth and major changes that occur in each trimester of pregnancy. Recognize that living things produce offspring (reproduce). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Genetic information is passed from generation to generation by DNA in all organisms and accounts for similarities in related individuals. Lesson 4: Homeostasis Connect Class Discussion: An Important Process Curriculum Standards: Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. In multicellular organisms, individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. (HS-LS1-4) Most multicellular organisms are composed of organ systems whose structures reflect their particular function. Recognize that small parts of a living thing can work together. Multicellular organisms have a hierarchical structural organization, in which any one system is made up of numerous parts and is itself a component of the next level. (HS-LS1-2) Most multicellular organisms are composed of organ systems whose structures reflect their particular function. Recognize that small parts of a living thing can work together. Investigate eText: Homeostasis Curriculum Standards: Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. In multicellular organisms, individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. (HS-LS1-4) Most multicellular organisms are composed of organ systems whose structures reflect their particular function. Recognize that small parts of a living thing can work together. Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. Utilize a model of a cell plasma membrane to compare the various types of cellular transport and test predictions about the movement of molecules into or out of a cell based on the homeostasis of energy and matter in cells. Feedback mechanisms maintain a living system's internal conditions within certain limits and mediate behaviors, allowing it to remain alive and functional even as external conditions change within some range. Feedback mechanisms can encourage (through positive feedback) or discourage (negative feedback) what is going on inside the living system. (HS-LS1-3) Multicellular organisms have a hierarchical structural organization, in which any one system is made up of numerous parts and is itself a component of the next level. (HS-LS1-2) Most multicellular organisms are composed of organ systems whose structures reflect their particular function. Recognize that small parts of a living thing can work together. Interactivity: Regulatory Systems Curriculum Standards: Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. In multicellular organisms, individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. (HS-LS1-4) Most multicellular organisms are composed of organ systems whose structures reflect their particular function. Recognize that small parts of a living thing can work together. Multicellular organisms have a hierarchical structural organization, in which any one system is made up of numerous parts and is itself a component of the next level. (HS-LS1-2) Most multicellular organisms are composed of organ systems whose structures reflect their particular function. Recognize that small parts of a living thing can work together. Spanish Workbook: Homeostasis Editable Presentation: Homeostasis Synthesize Science Skills Activity: Regulating Body Temperature Curriculum Standards: Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. In multicellular organisms, individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. (HS-LS1-4) Most multicellular organisms are composed of organ systems whose structures reflect their particular function. Recognize that small parts of a living thing can work together. Multicellular organisms have a hierarchical structural organization, in which any one system is made up of numerous parts and is itself a component of the next level. (HS-LS1-2) Most multicellular organisms are composed of organ systems whose structures reflect their particular function. Recognize that small parts of a living thing can work together. Science Skills Worksheet: Regulating Body Temperature Modeling Lab: The Role of Endocrine Glands Curriculum Standards: 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). Analyze data using tools, technologies, and/or models in order to make valid and reliable scientific claims or determine an optimal design solution. 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). 5. Plan investigations, (Design and evaluate a scientific investigation). Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data and refine the design accordingly. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 10. Communicate results of scientific investigations, and 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. 11. Evaluate the merits of the explanations produced by others. 11. Evaluate the merits of the explanations produced by others. Evaluate evidence behind currently accepted explanations or solutions to determine the merits of arguments. Construct an explanation based on valid and reliable evidence obtained from a variety of sources (including students' own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Evaluate the validity and reliability of multiple claims, methods, and/or designs that appear in scientific and technical texts or media reports, verifying the data when possible. 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. 11. Evaluate the merits of the explanations produced by others. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Foundations Modeling Lab: The Role of Endocrine Glands Demonstrate eText: Lesson Review: Homeostasis Curriculum Standards: Describe the basic anatomy and physiology of the human reproductive system. Describe the process of human development from fertilization to birth and major changes that occur in each trimester of pregnancy. Describe the basic anatomy and physiology of the human reproductive system. Describe the process of human development from fertilization to birth and major changes that occur in each trimester of pregnancy. Recognize that living things produce offspring (reproduce). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Evaluate scientific data collected from analysis of molecular sequences, fossil records, biogeography, and embryology. Identify chronological patterns of change and communicate that biological evolution is supported by multiple lines of empirical evidence that identify similarities inherited from a common ancestor (homologies). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Model chromosome progression through meiosis and fertilization in order to argue how the processes of sexual reproduction lead to both genetic similarities and variation in diploid organisms. Compare and contrast the processes of sexual and asexual reproduction, identifying the advantages and disadvantages of each. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Genetic information is passed from generation to generation by DNA in all organisms and accounts for similarities in related individuals. Describe the basic anatomy and physiology of the human reproductive system. Describe the process of human development from fertilization to birth and major changes that occur in each trimester of pregnancy. Recognize that living things produce offspring (reproduce). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Genetic information is passed from generation to generation by DNA in all organisms and accounts for similarities in related individuals. Quiz Review: Homeostasis Curriculum Standards: Describe the basic anatomy and physiology of the human reproductive system. Describe the process of human development from fertilization to birth and major changes that occur in each trimester of pregnancy. Describe the basic anatomy and physiology of the human reproductive system. Describe the process of human development from fertilization to birth and major changes that occur in each trimester of pregnancy. Recognize that living things produce offspring (reproduce). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Evaluate scientific data collected from analysis of molecular sequences, fossil records, biogeography, and embryology. Identify chronological patterns of change and communicate that biological evolution is supported by multiple lines of empirical evidence that identify similarities inherited from a common ancestor (homologies). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Model chromosome progression through meiosis and fertilization in order to argue how the processes of sexual reproduction lead to both genetic similarities and variation in diploid organisms. Compare and contrast the processes of sexual and asexual reproduction, identifying the advantages and disadvantages of each. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Genetic information is passed from generation to generation by DNA in all organisms and accounts for similarities in related individuals. Describe the basic anatomy and physiology of the human reproductive system. Describe the process of human development from fertilization to birth and major changes that occur in each trimester of pregnancy. Recognize that living things produce offspring (reproduce). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Genetic information is passed from generation to generation by DNA in all organisms and accounts for similarities in related individuals. Editable Quiz: Homeostasis Curriculum Standards: Describe the basic anatomy and physiology of the human reproductive system. Describe the process of human development from fertilization to birth and major changes that occur in each trimester of pregnancy. Describe the basic anatomy and physiology of the human reproductive system. Describe the process of human development from fertilization to birth and major changes that occur in each trimester of pregnancy. Recognize that living things produce offspring (reproduce). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Evaluate scientific data collected from analysis of molecular sequences, fossil records, biogeography, and embryology. Identify chronological patterns of change and communicate that biological evolution is supported by multiple lines of empirical evidence that identify similarities inherited from a common ancestor (homologies). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Model chromosome progression through meiosis and fertilization in order to argue how the processes of sexual reproduction lead to both genetic similarities and variation in diploid organisms. Compare and contrast the processes of sexual and asexual reproduction, identifying the advantages and disadvantages of each. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Genetic information is passed from generation to generation by DNA in all organisms and accounts for similarities in related individuals. Describe the basic anatomy and physiology of the human reproductive system. Describe the process of human development from fertilization to birth and major changes that occur in each trimester of pregnancy. Recognize that living things produce offspring (reproduce). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Genetic information is passed from generation to generation by DNA in all organisms and accounts for similarities in related individuals. Quiz: Homeostasis Curriculum Standards: Describe the basic anatomy and physiology of the human reproductive system. Describe the process of human development from fertilization to birth and major changes that occur in each trimester of pregnancy. Describe the basic anatomy and physiology of the human reproductive system. Describe the process of human development from fertilization to birth and major changes that occur in each trimester of pregnancy. Recognize that living things produce offspring (reproduce). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Evaluate scientific data collected from analysis of molecular sequences, fossil records, biogeography, and embryology. Identify chronological patterns of change and communicate that biological evolution is supported by multiple lines of empirical evidence that identify similarities inherited from a common ancestor (homologies). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Model chromosome progression through meiosis and fertilization in order to argue how the processes of sexual reproduction lead to both genetic similarities and variation in diploid organisms. Compare and contrast the processes of sexual and asexual reproduction, identifying the advantages and disadvantages of each. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Genetic information is passed from generation to generation by DNA in all organisms and accounts for similarities in related individuals. Describe the basic anatomy and physiology of the human reproductive system. Describe the process of human development from fertilization to birth and major changes that occur in each trimester of pregnancy. Recognize that living things produce offspring (reproduce). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Genetic information is passed from generation to generation by DNA in all organisms and accounts for similarities in related individuals. Chapter Close: Animal Systems II eText: Case Study Wrap-Up: How Can Engineers Learn From Animal Systems? Curriculum Standards: 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). Analyze data using tools, technologies, and/or models in order to make valid and reliable scientific claims or determine an optimal design solution. 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). 5. Plan investigations, (Design and evaluate a scientific investigation). Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data and refine the design accordingly. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 10. Communicate results of scientific investigations, and 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. 11. Evaluate the merits of the explanations produced by others. 11. Evaluate the merits of the explanations produced by others. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. Identify a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Identify a scientific question 2. Examine reliable sources of information to identify what is already known 3. Develop a possible explanation (hypothesis) 4. Plan and carry out an experiment 5. Gather data based on measurement and observations 6. Evaluate the data 7. Use the data to support reasonable explanations, inferences, and conclusions. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. Evaluate evidence behind currently accepted explanations or solutions to determine the merits of arguments. Construct an explanation based on valid and reliable evidence obtained from a variety of sources (including students' own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Evaluate the validity and reliability of multiple claims, methods, and/or designs that appear in scientific and technical texts or media reports, verifying the data when possible. 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. 11. Evaluate the merits of the explanations produced by others. Identify a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Identify a scientific question 2. Examine reliable sources of information to identify what is already known 3. Develop a possible explanation (hypothesis) 4. Plan and carry out an experiment 5. Gather data based on measurement and observations 6. Evaluate the data 7. Use the data to support reasonable explanations, inferences, and conclusions. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. HHMI Career Video: Moth Mimicry: Using Ultrasound to Avoid Bats eText: Chapter 26 Study Guide Curriculum Standards: Recognize that living things produce offspring (reproduce). Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Evaluate scientific data collected from analysis of molecular sequences, fossil records, biogeography, and embryology. Identify chronological patterns of change and communicate that biological evolution is supported by multiple lines of empirical evidence that identify similarities inherited from a common ancestor (homologies). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Model chromosome progression through meiosis and fertilization in order to argue how the processes of sexual reproduction lead to both genetic similarities and variation in diploid organisms. Compare and contrast the processes of sexual and asexual reproduction, identifying the advantages and disadvantages of each. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). Genetic information is passed from generation to generation by DNA in all organisms and accounts for similarities in related individuals. Identify the major parts of the brain on diagrams or models. Identify the major parts of the brain on diagrams or models. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Create a model for the major events of the eukaryotic cell cycle, including mitosis. Compare and contrast the rates of cell division in various eukaryotic cell types in multicellular organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment's limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. (HS-LS4-2) Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. Recognize that changes in the genes of a species can affect the characteristics of their offspring. Recognize that characteristics of the offspring of living things are sometimes different from their parents. Identify that genes are sets of instructions that determine which characteristics are passed from parent to offspring. Recognize characteristics (traits) that offspring inherit from parents. Recognize similar characteristics (traits) between a child and parents, such as hair, eye, and skin color, or height. Recognize that living things produce offspring (reproduce). Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). Genetic information is passed from generation to generation by DNA in all organisms and accounts for similarities in related individuals. Identify the major parts of the brain on diagrams or models. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Recognize that changes in the genes of a species can affect the characteristics of their offspring. Recognize that characteristics of the offspring of living things are sometimes different from their parents. Identify that genes are sets of instructions that determine which characteristics are passed from parent to offspring. Recognize characteristics (traits) that offspring inherit from parents. Recognize similar characteristics (traits) between a child and parents, such as hair, eye, and skin color, or height. eText: Performance-Based-Assessment: Design a Model of Interacting Systems Curriculum Standards: 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). Investigating or designing new systems or structures requires a detailed examination of the properties of different materials, the structures of different components, and connections of components to reveal its function and/or solve a problem. Analyze data using tools, technologies, and/or models in order to make valid and reliable scientific claims or determine an optimal design solution. 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). 5. Plan investigations, (Design and evaluate a scientific investigation). Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data and refine the design accordingly. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 10. Communicate results of scientific investigations, and 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. 11. Evaluate the merits of the explanations produced by others. 11. Evaluate the merits of the explanations produced by others. Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source. Evaluate evidence behind currently accepted explanations or solutions to determine the merits of arguments. Construct an explanation based on valid and reliable evidence obtained from a variety of sources (including students' own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Evaluate the validity and reliability of multiple claims, methods, and/or designs that appear in scientific and technical texts or media reports, verifying the data when possible. 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. 11. Evaluate the merits of the explanations produced by others. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. eText: Chapter 26 Assessment Curriculum Standards: Recognize that living things produce offspring (reproduce). Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Evaluate scientific data collected from analysis of molecular sequences, fossil records, biogeography, and embryology. Identify chronological patterns of change and communicate that biological evolution is supported by multiple lines of empirical evidence that identify similarities inherited from a common ancestor (homologies). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Model chromosome progression through meiosis and fertilization in order to argue how the processes of sexual reproduction lead to both genetic similarities and variation in diploid organisms. Compare and contrast the processes of sexual and asexual reproduction, identifying the advantages and disadvantages of each. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). Genetic information is passed from generation to generation by DNA in all organisms and accounts for similarities in related individuals. Identify the major parts of the brain on diagrams or models. Identify the major parts of the brain on diagrams or models. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Create a model for the major events of the eukaryotic cell cycle, including mitosis. Compare and contrast the rates of cell division in various eukaryotic cell types in multicellular organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment's limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. (HS-LS4-2) Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. Recognize that changes in the genes of a species can affect the characteristics of their offspring. Recognize that characteristics of the offspring of living things are sometimes different from their parents. Identify that genes are sets of instructions that determine which characteristics are passed from parent to offspring. Recognize characteristics (traits) that offspring inherit from parents. Recognize similar characteristics (traits) between a child and parents, such as hair, eye, and skin color, or height. Recognize that living things produce offspring (reproduce). Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). Genetic information is passed from generation to generation by DNA in all organisms and accounts for similarities in related individuals. Identify the major parts of the brain on diagrams or models. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Recognize that changes in the genes of a species can affect the characteristics of their offspring. Recognize that characteristics of the offspring of living things are sometimes different from their parents. Identify that genes are sets of instructions that determine which characteristics are passed from parent to offspring. Recognize characteristics (traits) that offspring inherit from parents. Recognize similar characteristics (traits) between a child and parents, such as hair, eye, and skin color, or height. Test Review: Animal Systems II Curriculum Standards: Recognize that living things produce offspring (reproduce). Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Evaluate scientific data collected from analysis of molecular sequences, fossil records, biogeography, and embryology. Identify chronological patterns of change and communicate that biological evolution is supported by multiple lines of empirical evidence that identify similarities inherited from a common ancestor (homologies). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Model chromosome progression through meiosis and fertilization in order to argue how the processes of sexual reproduction lead to both genetic similarities and variation in diploid organisms. Compare and contrast the processes of sexual and asexual reproduction, identifying the advantages and disadvantages of each. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). Genetic information is passed from generation to generation by DNA in all organisms and accounts for similarities in related individuals. Identify the major parts of the brain on diagrams or models. Identify the major parts of the brain on diagrams or models. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Create a model for the major events of the eukaryotic cell cycle, including mitosis. Compare and contrast the rates of cell division in various eukaryotic cell types in multicellular organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment's limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. (HS-LS4-2) Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. Recognize that changes in the genes of a species can affect the characteristics of their offspring. Recognize that characteristics of the offspring of living things are sometimes different from their parents. Identify that genes are sets of instructions that determine which characteristics are passed from parent to offspring. Recognize characteristics (traits) that offspring inherit from parents. Recognize similar characteristics (traits) between a child and parents, such as hair, eye, and skin color, or height. Recognize that living things produce offspring (reproduce). Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). Genetic information is passed from generation to generation by DNA in all organisms and accounts for similarities in related individuals. Identify the major parts of the brain on diagrams or models. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Recognize that changes in the genes of a species can affect the characteristics of their offspring. Recognize that characteristics of the offspring of living things are sometimes different from their parents. Identify that genes are sets of instructions that determine which characteristics are passed from parent to offspring. Recognize characteristics (traits) that offspring inherit from parents. Recognize similar characteristics (traits) between a child and parents, such as hair, eye, and skin color, or height. Editable Test: Animal Systems II Curriculum Standards: Recognize that living things produce offspring (reproduce). Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Evaluate scientific data collected from analysis of molecular sequences, fossil records, biogeography, and embryology. Identify chronological patterns of change and communicate that biological evolution is supported by multiple lines of empirical evidence that identify similarities inherited from a common ancestor (homologies). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Model chromosome progression through meiosis and fertilization in order to argue how the processes of sexual reproduction lead to both genetic similarities and variation in diploid organisms. Compare and contrast the processes of sexual and asexual reproduction, identifying the advantages and disadvantages of each. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). Genetic information is passed from generation to generation by DNA in all organisms and accounts for similarities in related individuals. Identify the major parts of the brain on diagrams or models. Identify the major parts of the brain on diagrams or models. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Create a model for the major events of the eukaryotic cell cycle, including mitosis. Compare and contrast the rates of cell division in various eukaryotic cell types in multicellular organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment's limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. (HS-LS4-2) Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. Recognize that changes in the genes of a species can affect the characteristics of their offspring. Recognize that characteristics of the offspring of living things are sometimes different from their parents. Identify that genes are sets of instructions that determine which characteristics are passed from parent to offspring. Recognize characteristics (traits) that offspring inherit from parents. Recognize similar characteristics (traits) between a child and parents, such as hair, eye, and skin color, or height. Recognize that living things produce offspring (reproduce). Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). Genetic information is passed from generation to generation by DNA in all organisms and accounts for similarities in related individuals. Identify the major parts of the brain on diagrams or models. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Recognize that changes in the genes of a species can affect the characteristics of their offspring. Recognize that characteristics of the offspring of living things are sometimes different from their parents. Identify that genes are sets of instructions that determine which characteristics are passed from parent to offspring. Recognize characteristics (traits) that offspring inherit from parents. Recognize similar characteristics (traits) between a child and parents, such as hair, eye, and skin color, or height. Test: Animal Systems II Curriculum Standards: Recognize that living things produce offspring (reproduce). Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Evaluate scientific data collected from analysis of molecular sequences, fossil records, biogeography, and embryology. Identify chronological patterns of change and communicate that biological evolution is supported by multiple lines of empirical evidence that identify similarities inherited from a common ancestor (homologies). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Model chromosome progression through meiosis and fertilization in order to argue how the processes of sexual reproduction lead to both genetic similarities and variation in diploid organisms. Compare and contrast the processes of sexual and asexual reproduction, identifying the advantages and disadvantages of each. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). Genetic information is passed from generation to generation by DNA in all organisms and accounts for similarities in related individuals. Identify the major parts of the brain on diagrams or models. Identify the major parts of the brain on diagrams or models. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Create a model for the major events of the eukaryotic cell cycle, including mitosis. Compare and contrast the rates of cell division in various eukaryotic cell types in multicellular organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment's limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. (HS-LS4-2) Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. Recognize that changes in the genes of a species can affect the characteristics of their offspring. Recognize that characteristics of the offspring of living things are sometimes different from their parents. Identify that genes are sets of instructions that determine which characteristics are passed from parent to offspring. Recognize characteristics (traits) that offspring inherit from parents. Recognize similar characteristics (traits) between a child and parents, such as hair, eye, and skin color, or height. Recognize that living things produce offspring (reproduce). Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). Genetic information is passed from generation to generation by DNA in all organisms and accounts for similarities in related individuals. Identify the major parts of the brain on diagrams or models. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Recognize that changes in the genes of a species can affect the characteristics of their offspring. Recognize that characteristics of the offspring of living things are sometimes different from their parents. Identify that genes are sets of instructions that determine which characteristics are passed from parent to offspring. Recognize characteristics (traits) that offspring inherit from parents. Recognize similar characteristics (traits) between a child and parents, such as hair, eye, and skin color, or height. eText: FL End-of-Course Test Practice: Animal Systems II Curriculum Standards: Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). Describe how mutation and genetic recombination increase genetic variation. Model chromosome progression through meiosis and fertilization in order to argue how the processes of sexual reproduction lead to both genetic similarities and variation in diploid organisms. Compare and contrast the processes of sexual and asexual reproduction, identifying the advantages and disadvantages of each. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment's limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. (HS-LS4-2) Describe how mutation and genetic recombination increase genetic variation. Genetic information is passed from generation to generation by DNA in all organisms and accounts for similarities in related individuals. Identify the major parts of the brain on diagrams or models. Identify the major parts of the brain on diagrams or models. Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. Recognize that changes in the genes of a species can affect the characteristics of their offspring. Recognize that characteristics of the offspring of living things are sometimes different from their parents. Identify that genes are sets of instructions that determine which characteristics are passed from parent to offspring. Recognize characteristics (traits) that offspring inherit from parents. Recognize similar characteristics (traits) between a child and parents, such as hair, eye, and skin color, or height. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). Describe how mutation and genetic recombination increase genetic variation. Genetic information is passed from generation to generation by DNA in all organisms and accounts for similarities in related individuals. Identify the major parts of the brain on diagrams or models. Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Recognize that changes in the genes of a species can affect the characteristics of their offspring. Recognize that characteristics of the offspring of living things are sometimes different from their parents. Identify that genes are sets of instructions that determine which characteristics are passed from parent to offspring. Recognize characteristics (traits) that offspring inherit from parents. Recognize similar characteristics (traits) between a child and parents, such as hair, eye, and skin color, or height. Editable FL EOC Test: Animal Systems II Curriculum Standards: Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). Describe how mutation and genetic recombination increase genetic variation. Model chromosome progression through meiosis and fertilization in order to argue how the processes of sexual reproduction lead to both genetic similarities and variation in diploid organisms. Compare and contrast the processes of sexual and asexual reproduction, identifying the advantages and disadvantages of each. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment's limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. (HS-LS4-2) Describe how mutation and genetic recombination increase genetic variation. Genetic information is passed from generation to generation by DNA in all organisms and accounts for similarities in related individuals. Identify the major parts of the brain on diagrams or models. Identify the major parts of the brain on diagrams or models. Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. Recognize that changes in the genes of a species can affect the characteristics of their offspring. Recognize that characteristics of the offspring of living things are sometimes different from their parents. Identify that genes are sets of instructions that determine which characteristics are passed from parent to offspring. Recognize characteristics (traits) that offspring inherit from parents. Recognize similar characteristics (traits) between a child and parents, such as hair, eye, and skin color, or height. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). Describe how mutation and genetic recombination increase genetic variation. Genetic information is passed from generation to generation by DNA in all organisms and accounts for similarities in related individuals. Identify the major parts of the brain on diagrams or models. Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Recognize that changes in the genes of a species can affect the characteristics of their offspring. Recognize that characteristics of the offspring of living things are sometimes different from their parents. Identify that genes are sets of instructions that determine which characteristics are passed from parent to offspring. Recognize characteristics (traits) that offspring inherit from parents. Recognize similar characteristics (traits) between a child and parents, such as hair, eye, and skin color, or height. FL End-of-Course Test Practice: Animal Systems II Curriculum Standards: Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). Describe how mutation and genetic recombination increase genetic variation. Model chromosome progression through meiosis and fertilization in order to argue how the processes of sexual reproduction lead to both genetic similarities and variation in diploid organisms. Compare and contrast the processes of sexual and asexual reproduction, identifying the advantages and disadvantages of each. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment's limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. (HS-LS4-2) Describe how mutation and genetic recombination increase genetic variation. Genetic information is passed from generation to generation by DNA in all organisms and accounts for similarities in related individuals. Identify the major parts of the brain on diagrams or models. Identify the major parts of the brain on diagrams or models. Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. Recognize that changes in the genes of a species can affect the characteristics of their offspring. Recognize that characteristics of the offspring of living things are sometimes different from their parents. Identify that genes are sets of instructions that determine which characteristics are passed from parent to offspring. Recognize characteristics (traits) that offspring inherit from parents. Recognize similar characteristics (traits) between a child and parents, such as hair, eye, and skin color, or height. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). Describe how mutation and genetic recombination increase genetic variation. Genetic information is passed from generation to generation by DNA in all organisms and accounts for similarities in related individuals. Identify the major parts of the brain on diagrams or models. Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Recognize that changes in the genes of a species can affect the characteristics of their offspring. Recognize that characteristics of the offspring of living things are sometimes different from their parents. Identify that genes are sets of instructions that determine which characteristics are passed from parent to offspring. Recognize characteristics (traits) that offspring inherit from parents. Recognize similar characteristics (traits) between a child and parents, such as hair, eye, and skin color, or height. Enrichment: Animal Systems II HHMI Enrichment Video: Great Transitions: The Origin of Birds - Part 1 HHMI Enrichment Video: Great Transitions: The Origin of Birds - Part 2 HHMI Enrichment Video: Great Transitions: The Origin of Birds - Part 3 HHMI Enrichment Video: Great Transitions: The Origin of Birds - Part 4 HHMI Enrichment Video: The Origin of Birds Student Quiz HHMI Enrichment Activity: How Did Dinosaurs Regulate Their Body Temp? Chapter 27: The Human Body Chapter Opener: The Human Body eText: The Human Body Curriculum Standards: Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Describe the basic anatomy and physiology of the human reproductive system. Describe the process of human development from fertilization to birth and major changes that occur in each trimester of pregnancy. Describe the basic anatomy and physiology of the human reproductive system. Describe the process of human development from fertilization to birth and major changes that occur in each trimester of pregnancy. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). Identify sources of information and assess their reliability according to the strict standards of scientific investigation. Identify sources of information and assess their reliability according to the strict standards of scientific investigation. Identify the major parts of the brain on diagrams or models. Identify the major parts of the brain on diagrams or models. 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). Analyze strategies for prevention, detection, and treatment of communicable and chronic diseases. Identify ways to prevent infection from bacteria and viruses, such as hand washing and first aid. Analyze strategies for prevention, detection, and treatment of communicable and chronic diseases. Obtain, evaluate, and communicate information on how molecular biotechnology may be used in a variety of fields. Analyze data using tools, technologies, and/or models in order to make valid and reliable scientific claims or determine an optimal design solution. 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, 3. Examine books and other sources of information to see what is already known, Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Recognize that cancer may result when cells change or grow too fast. Analyze through research the cycling of matter in our biosphere and explain how biogeochemical cycles are critical for ecosystem function. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). 5. Plan investigations, (Design and evaluate a scientific investigation). Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data and refine the design accordingly. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. In multicellular organisms, individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. (HS-LS1-4) 10. Communicate results of scientific investigations, and 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. Recognize that humans need different kinds of food. Describe common human health issues. Recognize common human health issues. Evaluate how environment and personal health are interrelated. Describe the basic process of human development from fertilization to birth. Recognize major phases in the process of human development from fertilization to birth. 11. Evaluate the merits of the explanations produced by others. 11. Evaluate the merits of the explanations produced by others. Evaluate evidence behind currently accepted explanations or solutions to determine the merits of arguments. Construct an explanation based on valid and reliable evidence obtained from a variety of sources (including students' own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Describe how mutation and genetic recombination increase genetic variation. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. (HS-LS3-2) Describe how mutation and genetic recombination increase genetic variation. Evaluate the validity and reliability of multiple claims, methods, and/or designs that appear in scientific and technical texts or media reports, verifying the data when possible. Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Describe the basic anatomy and physiology of the human reproductive system. Describe the process of human development from fertilization to birth and major changes that occur in each trimester of pregnancy. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). Identify sources of information and assess their reliability according to the strict standards of scientific investigation. Identify the major parts of the brain on diagrams or models. 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). Identify ways to prevent infection from bacteria and viruses, such as hand washing and first aid. Analyze strategies for prevention, detection, and treatment of communicable and chronic diseases. 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Recognize that cancer may result when cells change or grow too fast. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. Recognize that humans need different kinds of food. Describe common human health issues. Recognize common human health issues. Describe the basic process of human development from fertilization to birth. Recognize major phases in the process of human development from fertilization to birth. 11. Evaluate the merits of the explanations produced by others. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Describe how mutation and genetic recombination increase genetic variation. Biology Foundations: The Human Body Curriculum Standards: Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Describe the basic anatomy and physiology of the human reproductive system. Describe the process of human development from fertilization to birth and major changes that occur in each trimester of pregnancy. Describe the basic anatomy and physiology of the human reproductive system. Describe the process of human development from fertilization to birth and major changes that occur in each trimester of pregnancy. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). Identify sources of information and assess their reliability according to the strict standards of scientific investigation. Identify sources of information and assess their reliability according to the strict standards of scientific investigation. Identify the major parts of the brain on diagrams or models. Identify the major parts of the brain on diagrams or models. 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). Analyze strategies for prevention, detection, and treatment of communicable and chronic diseases. Identify ways to prevent infection from bacteria and viruses, such as hand washing and first aid. Analyze strategies for prevention, detection, and treatment of communicable and chronic diseases. Obtain, evaluate, and communicate information on how molecular biotechnology may be used in a variety of fields. Analyze data using tools, technologies, and/or models in order to make valid and reliable scientific claims or determine an optimal design solution. 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, 3. Examine books and other sources of information to see what is already known, Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Recognize that cancer may result when cells change or grow too fast. Analyze through research the cycling of matter in our biosphere and explain how biogeochemical cycles are critical for ecosystem function. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). 5. Plan investigations, (Design and evaluate a scientific investigation). Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data and refine the design accordingly. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. In multicellular organisms, individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. (HS-LS1-4) 10. Communicate results of scientific investigations, and 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. Recognize that humans need different kinds of food. Describe common human health issues. Recognize common human health issues. Evaluate how environment and personal health are interrelated. Describe the basic process of human development from fertilization to birth. Recognize major phases in the process of human development from fertilization to birth. 11. Evaluate the merits of the explanations produced by others. 11. Evaluate the merits of the explanations produced by others. Evaluate evidence behind currently accepted explanations or solutions to determine the merits of arguments. Construct an explanation based on valid and reliable evidence obtained from a variety of sources (including students' own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Describe how mutation and genetic recombination increase genetic variation. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. (HS-LS3-2) Describe how mutation and genetic recombination increase genetic variation. Evaluate the validity and reliability of multiple claims, methods, and/or designs that appear in scientific and technical texts or media reports, verifying the data when possible. Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Describe the basic anatomy and physiology of the human reproductive system. Describe the process of human development from fertilization to birth and major changes that occur in each trimester of pregnancy. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). Identify sources of information and assess their reliability according to the strict standards of scientific investigation. Identify the major parts of the brain on diagrams or models. 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). Identify ways to prevent infection from bacteria and viruses, such as hand washing and first aid. Analyze strategies for prevention, detection, and treatment of communicable and chronic diseases. 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Recognize that cancer may result when cells change or grow too fast. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. Recognize that humans need different kinds of food. Describe common human health issues. Recognize common human health issues. Describe the basic process of human development from fertilization to birth. Recognize major phases in the process of human development from fertilization to birth. 11. Evaluate the merits of the explanations produced by others. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Describe how mutation and genetic recombination increase genetic variation. Lesson 1: Organization of the Human Body Connect Class Discussion: What Do I Know About the Human Body, So Far? Investigate eText: Organization of the Human Body Curriculum Standards: Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. In multicellular organisms, individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. (HS-LS1-4) Most multicellular organisms are composed of organ systems whose structures reflect their particular function. Recognize that small parts of a living thing can work together. Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. Utilize a model of a cell plasma membrane to compare the various types of cellular transport and test predictions about the movement of molecules into or out of a cell based on the homeostasis of energy and matter in cells. Feedback mechanisms maintain a living system's internal conditions within certain limits and mediate behaviors, allowing it to remain alive and functional even as external conditions change within some range. Feedback mechanisms can encourage (through positive feedback) or discourage (negative feedback) what is going on inside the living system. (HS-LS1-3) Multicellular organisms have a hierarchical structural organization, in which any one system is made up of numerous parts and is itself a component of the next level. (HS-LS1-2) Most multicellular organisms are composed of organ systems whose structures reflect their particular function. Recognize that small parts of a living thing can work together. Quick Lab: How Do You Respond to an External Stimulus? Curriculum Standards: 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). Analyze data using tools, technologies, and/or models in order to make valid and reliable scientific claims or determine an optimal design solution. 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). 5. Plan investigations, (Design and evaluate a scientific investigation). Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data and refine the design accordingly. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 10. Communicate results of scientific investigations, and 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. 11. Evaluate the merits of the explanations produced by others. 11. Evaluate the merits of the explanations produced by others. Evaluate evidence behind currently accepted explanations or solutions to determine the merits of arguments. Construct an explanation based on valid and reliable evidence obtained from a variety of sources (including students' own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Evaluate the validity and reliability of multiple claims, methods, and/or designs that appear in scientific and technical texts or media reports, verifying the data when possible. 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. 11. Evaluate the merits of the explanations produced by others. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Interactivity: The Human Body Curriculum Standards: Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. In multicellular organisms, individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. (HS-LS1-4) Most multicellular organisms are composed of organ systems whose structures reflect their particular function. Recognize that small parts of a living thing can work together. Multicellular organisms have a hierarchical structural organization, in which any one system is made up of numerous parts and is itself a component of the next level. (HS-LS1-2) Most multicellular organisms are composed of organ systems whose structures reflect their particular function. Recognize that small parts of a living thing can work together. Spanish Workbook: Organization of the Human Body Editable Presentation: Organization of the Human Body Synthesize Interactive Video: Negative Feedback Curriculum Standards: Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. In multicellular organisms, individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. (HS-LS1-4) Most multicellular organisms are composed of organ systems whose structures reflect their particular function. Recognize that small parts of a living thing can work together. Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. Utilize a model of a cell plasma membrane to compare the various types of cellular transport and test predictions about the movement of molecules into or out of a cell based on the homeostasis of energy and matter in cells. Feedback mechanisms maintain a living system's internal conditions within certain limits and mediate behaviors, allowing it to remain alive and functional even as external conditions change within some range. Feedback mechanisms can encourage (through positive feedback) or discourage (negative feedback) what is going on inside the living system. (HS-LS1-3) Multicellular organisms have a hierarchical structural organization, in which any one system is made up of numerous parts and is itself a component of the next level. (HS-LS1-2) Most multicellular organisms are composed of organ systems whose structures reflect their particular function. Recognize that small parts of a living thing can work together. Demonstrate eText: Lesson Review: Organization of the Human Body Curriculum Standards: Recognize that small parts of a living thing can work together. Multicellular organisms have a hierarchical structural organization, in which any one system is made up of numerous parts and is itself a component of the next level. (HS-LS1-2) Recognize that small parts of a living thing can work together. Quiz Review: Organization of the Human Body Curriculum Standards: Recognize that small parts of a living thing can work together. Multicellular organisms have a hierarchical structural organization, in which any one system is made up of numerous parts and is itself a component of the next level. (HS-LS1-2) Recognize that small parts of a living thing can work together. Editable Quiz: Organization of the Human Body Curriculum Standards: Recognize that small parts of a living thing can work together. Multicellular organisms have a hierarchical structural organization, in which any one system is made up of numerous parts and is itself a component of the next level. (HS-LS1-2) Recognize that small parts of a living thing can work together. Quiz: Organization of the Human Body Curriculum Standards: Recognize that small parts of a living thing can work together. Multicellular organisms have a hierarchical structural organization, in which any one system is made up of numerous parts and is itself a component of the next level. (HS-LS1-2) Recognize that small parts of a living thing can work together. Lesson 2: Human Systems I Connect Video: The Science of the Olympics Curriculum Standards: Describe the factors affecting blood flow through the cardiovascular system. Describe the factors affecting blood flow through the cardiovascular system. Describe the factors affecting blood flow through the cardiovascular system. Investigate eText: Human Systems I Curriculum Standards: Describe the factors affecting blood flow through the cardiovascular system. Describe the factors affecting blood flow through the cardiovascular system. Recognize that enzymes break down food molecules during the digestive process. Recognize that food is broken down in digestion (use of enzymes). Recognize that saliva helps people eat when they chew. Describe the factors affecting blood flow through the cardiovascular system. Recognize that enzymes break down food molecules during the digestive process. Recognize that food is broken down in digestion (use of enzymes). Recognize that saliva helps people eat when they chew. Interactivity: Explore the Digestive, Excretory, and Cardiovascular Systems Curriculum Standards: Describe the factors affecting blood flow through the cardiovascular system. Describe the factors affecting blood flow through the cardiovascular system. Recognize that enzymes break down food molecules during the digestive process. Recognize that food is broken down in digestion (use of enzymes). Describe the factors affecting blood flow through the cardiovascular system. Recognize that enzymes break down food molecules during the digestive process. Recognize that food is broken down in digestion (use of enzymes). Spanish Workbook: The Excretory System Spanish Workbook: The Circulatory System Spanish Workbook: The Respiratory System Editable Presentation: Human Systems I Synthesize Simulation: Body Systems Curriculum Standards: Describe the factors affecting blood flow through the cardiovascular system. Describe the factors affecting blood flow through the cardiovascular system. Describe the factors affecting blood flow through the cardiovascular system. Exploration Lab: Exercise and Heart Rate Curriculum Standards: Describe the factors affecting blood flow through the cardiovascular system. Describe the factors affecting blood flow through the cardiovascular system. Describe the factors affecting blood flow through the cardiovascular system. Foundations Exploration Lab: Exercise and Heart Rate Demonstrate eText: Lesson Review: Human Systems I Quiz Review: Human Systems I Editable Quiz: Human Systems I Quiz: Human Systems I Lesson 3: Human Systems II Connect Video: Why We Crave Sugar Curriculum Standards: Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. In multicellular organisms, individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. (HS-LS1-4) Most multicellular organisms are composed of organ systems whose structures reflect their particular function. Recognize that small parts of a living thing can work together. Multicellular organisms have a hierarchical structural organization, in which any one system is made up of numerous parts and is itself a component of the next level. (HS-LS1-2) Most multicellular organisms are composed of organ systems whose structures reflect their particular function. Recognize that small parts of a living thing can work together. Investigate eText: Human Systems II Curriculum Standards: Describe the basic anatomy and physiology of the human reproductive system. Describe the process of human development from fertilization to birth and major changes that occur in each trimester of pregnancy. Describe the basic anatomy and physiology of the human reproductive system. Describe the process of human development from fertilization to birth and major changes that occur in each trimester of pregnancy. Identify the major parts of the brain on diagrams or models. Identify the major parts of the brain on diagrams or models. In multicellular organisms, individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. (HS-LS1-4) Describe the basic process of human development from fertilization to birth. Recognize major phases in the process of human development from fertilization to birth. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Describe the basic anatomy and physiology of the human reproductive system. Describe the process of human development from fertilization to birth and major changes that occur in each trimester of pregnancy. Identify the major parts of the brain on diagrams or models. Describe the basic process of human development from fertilization to birth. Recognize major phases in the process of human development from fertilization to birth. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Interactivity: Muscles and Bones Curriculum Standards: Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. In multicellular organisms, individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. (HS-LS1-4) Most multicellular organisms are composed of organ systems whose structures reflect their particular function. Recognize that small parts of a living thing can work together. Multicellular organisms have a hierarchical structural organization, in which any one system is made up of numerous parts and is itself a component of the next level. (HS-LS1-2) Most multicellular organisms are composed of organ systems whose structures reflect their particular function. Recognize that small parts of a living thing can work together. Spanish Workbook: The Neuron Spanish Workbook: The Endocrine System Spanish Workbook: The Reproductive System Editable Presentation: Human Systems II Synthesize Science Skills Activity: The Human Brain Curriculum Standards: Identify the major parts of the brain on diagrams or models. Identify the major parts of the brain on diagrams or models. Identify the major parts of the brain on diagrams or models. Science Skills Worksheet: The Human Brain Curriculum Standards: Identify the major parts of the brain on diagrams or models. Identify the major parts of the brain on diagrams or models. Identify the major parts of the brain on diagrams or models. Demonstrate eText: Lesson Review: Human Systems II Curriculum Standards: Describe the basic anatomy and physiology of the human reproductive system. Describe the process of human development from fertilization to birth and major changes that occur in each trimester of pregnancy. Describe the basic anatomy and physiology of the human reproductive system. Describe the process of human development from fertilization to birth and major changes that occur in each trimester of pregnancy. Describe the basic anatomy and physiology of the human reproductive system. Describe the process of human development from fertilization to birth and major changes that occur in each trimester of pregnancy. Quiz Review: Human Systems II Curriculum Standards: Describe the basic anatomy and physiology of the human reproductive system. Describe the process of human development from fertilization to birth and major changes that occur in each trimester of pregnancy. Describe the basic anatomy and physiology of the human reproductive system. Describe the process of human development from fertilization to birth and major changes that occur in each trimester of pregnancy. Describe the basic anatomy and physiology of the human reproductive system. Describe the process of human development from fertilization to birth and major changes that occur in each trimester of pregnancy. Editable Quiz: Human Systems II Curriculum Standards: Describe the basic anatomy and physiology of the human reproductive system. Describe the process of human development from fertilization to birth and major changes that occur in each trimester of pregnancy. Describe the basic anatomy and physiology of the human reproductive system. Describe the process of human development from fertilization to birth and major changes that occur in each trimester of pregnancy. Describe the basic anatomy and physiology of the human reproductive system. Describe the process of human development from fertilization to birth and major changes that occur in each trimester of pregnancy. Quiz: Human Systems II Curriculum Standards: Describe the basic anatomy and physiology of the human reproductive system. Describe the process of human development from fertilization to birth and major changes that occur in each trimester of pregnancy. Describe the basic anatomy and physiology of the human reproductive system. Describe the process of human development from fertilization to birth and major changes that occur in each trimester of pregnancy. Describe the basic anatomy and physiology of the human reproductive system. Describe the process of human development from fertilization to birth and major changes that occur in each trimester of pregnancy. Lesson 4: Immunity and Disease Connect Video: Lyme Disease Curriculum Standards: Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Analyze strategies for prevention, detection, and treatment of communicable and chronic diseases. Analyze strategies for prevention, detection, and treatment of communicable and chronic diseases. Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Analyze strategies for prevention, detection, and treatment of communicable and chronic diseases. Investigate eText: Immunity and Disease Curriculum Standards: Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Analyze strategies for prevention, detection, and treatment of communicable and chronic diseases. Identify ways to prevent infection from bacteria and viruses, such as hand washing and first aid. Analyze strategies for prevention, detection, and treatment of communicable and chronic diseases. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Recognize that cancer may result when cells change or grow too fast. Describe common human health issues. Recognize common human health issues. Evaluate how environment and personal health are interrelated. Describe how mutation and genetic recombination increase genetic variation. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. (HS-LS3-2) Describe how mutation and genetic recombination increase genetic variation. Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Identify ways to prevent infection from bacteria and viruses, such as hand washing and first aid. Analyze strategies for prevention, detection, and treatment of communicable and chronic diseases. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Recognize that cancer may result when cells change or grow too fast. Describe common human health issues. Recognize common human health issues. Describe how mutation and genetic recombination increase genetic variation. Analyzing Data: Impact of the Polio Vaccine Curriculum Standards: Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Analyze strategies for prevention, detection, and treatment of communicable and chronic diseases. Identify ways to prevent infection from bacteria and viruses, such as hand washing and first aid. Analyze strategies for prevention, detection, and treatment of communicable and chronic diseases. Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Identify ways to prevent infection from bacteria and viruses, such as hand washing and first aid. Analyze strategies for prevention, detection, and treatment of communicable and chronic diseases. Interactivity: Immune Responses Curriculum Standards: Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Analyze strategies for prevention, detection, and treatment of communicable and chronic diseases. Analyze strategies for prevention, detection, and treatment of communicable and chronic diseases. Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Analyze strategies for prevention, detection, and treatment of communicable and chronic diseases. Spanish Workbook: Infectious Disease Spanish Workbook: Defenses Against Infection Spanish Workbook: Fighting Infectious Disease Editable Presentation: Immunity and Disease Synthesize Science Skills Activity: Leukemia and Blood Cell Counts Curriculum Standards: Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Analyze strategies for prevention, detection, and treatment of communicable and chronic diseases. Analyze strategies for prevention, detection, and treatment of communicable and chronic diseases. Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Analyze strategies for prevention, detection, and treatment of communicable and chronic diseases. Science Skills Worksheet: Leukemia and Blood Cell Counts Curriculum Standards: Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Analyze strategies for prevention, detection, and treatment of communicable and chronic diseases. Analyze strategies for prevention, detection, and treatment of communicable and chronic diseases. Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Analyze strategies for prevention, detection, and treatment of communicable and chronic diseases. Demonstrate eText: Lesson Review: Immunity and Disease Curriculum Standards: Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Quiz Review: Immunity and Disease Curriculum Standards: Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Editable Quiz: Immunity and Disease Curriculum Standards: Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Quiz: Immunity and Disease Curriculum Standards: Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Chapter Close: The Human Body eText: Case Study Wrap-Up: What's Wrong With the Water? Curriculum Standards: Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Recognize that cancer may result when cells change or grow too fast. Describe common human health issues. Recognize common human health issues. Evaluate how environment and personal health are interrelated. Assess the extent to which the reasoning and evidence in a text support the author???s claim or a recommendation for solving a scientific or technical problem. Apply scientific reasoning to link evidence to the claims to assess the extent to which the reasoning and data support the explanation or conclusion. Assess the extent to which the reasoning and evidence in a text support the author's claim or a recommendation for solving a scientific or technical problem. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Describe how mutation and genetic recombination increase genetic variation. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. (HS-LS3-2) Describe how mutation and genetic recombination increase genetic variation. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Recognize that cancer may result when cells change or grow too fast. Describe common human health issues. Recognize common human health issues. Assess the extent to which the reasoning and evidence in a text support the author_?_s claim or a recommendation for solving a scientific or technical problem. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Describe how mutation and genetic recombination increase genetic variation. Career Video: Illustrator eText: Chapter 27 Study Guide Curriculum Standards: Describe the basic anatomy and physiology of the human reproductive system. Describe the process of human development from fertilization to birth and major changes that occur in each trimester of pregnancy. Describe the basic anatomy and physiology of the human reproductive system. Describe the process of human development from fertilization to birth and major changes that occur in each trimester of pregnancy. Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. Multicellular organisms have a hierarchical structural organization, in which any one system is made up of numerous parts and is itself a component of the next level. (HS-LS1-2) Describe the basic anatomy and physiology of the human reproductive system. Describe the process of human development from fertilization to birth and major changes that occur in each trimester of pregnancy. Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. eText: Performance-Based-Assessment: A Tale of Two Diseases Curriculum Standards: Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). Identify sources of information and assess their reliability according to the strict standards of scientific investigation. Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). Obtain, evaluate, and communicate information on how molecular biotechnology may be used in a variety of fields. Analyze data using tools, technologies, and/or models in order to make valid and reliable scientific claims or determine an optimal design solution. 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, 3. Examine books and other sources of information to see what is already known, Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Recognize that cancer may result when cells change or grow too fast. Analyze through research the cycling of matter in our biosphere and explain how biogeochemical cycles are critical for ecosystem function. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Apply scientific principles and evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). 5. Plan investigations, (Design and evaluate a scientific investigation). Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data and refine the design accordingly. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Describe how scientific inferences are drawn from scientific observations and provide examples from the content being studied. Describe how scientific inferences are drawn from scientific observations and provide examples from the content being studied. 10. Communicate results of scientific investigations, and 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. Describe common human health issues. Recognize common human health issues. Evaluate how environment and personal health are interrelated. 11. Evaluate the merits of the explanations produced by others. 11. Evaluate the merits of the explanations produced by others. Assess the extent to which the reasoning and evidence in a text support the author???s claim or a recommendation for solving a scientific or technical problem. Apply scientific reasoning to link evidence to the claims to assess the extent to which the reasoning and data support the explanation or conclusion. Assess the extent to which the reasoning and evidence in a text support the author's claim or a recommendation for solving a scientific or technical problem. Draw evidence from informational texts to support analysis, reflection, and research. Draw evidence from informational texts to support analysis, reflection, and research. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. Evaluate evidence behind currently accepted explanations or solutions to determine the merits of arguments. Construct an explanation based on valid and reliable evidence obtained from a variety of sources (including students' own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Describe how mutation and genetic recombination increase genetic variation. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. (HS-LS3-2) Describe how mutation and genetic recombination increase genetic variation. Evaluate the validity and reliability of multiple claims, methods, and/or designs that appear in scientific and technical texts or media reports, verifying the data when possible. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. 2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines). Identify sources of information and assess their reliability according to the strict standards of scientific investigation. 7. Pose answers, explanations, or descriptions of events, 8. Generate explanations that explicate or describe natural phenomena (inferences), 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). 1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts). 9. Use appropriate evidence and reasoning to justify these explanations to others, 3. Examine books and other sources of information to see what is already known, Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Recognize that cancer may result when cells change or grow too fast. 4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models). Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Explain how and why the genetic code is universal and is common to almost all organisms. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Recognize a problem related to a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Observe objects and activities 2. Follow planned procedures 3. Recognize a solution. Recognize a process used in science to solve problems, such as observing, following procedures, and recognizing results. 5. Plan investigations, (Design and evaluate a scientific investigation). Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Describe how scientific inferences are drawn from scientific observations and provide examples from the content being studied. 10. Communicate results of scientific investigations, and Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Recognize a problem based on a specific body of knowledge, including life science, earth and space science, or physical science, and do the following: 1. Recognize a scientific question 2. Use reliable information and identify what is already known 3. Create possible explanation 4. Carry out a planned experiment 5. Record observations 6. Summarize results 7. Reach a reasonable conclusion. Describe common human health issues. Recognize common human health issues. 11. Evaluate the merits of the explanations produced by others. Assess the extent to which the reasoning and evidence in a text support the author_?_s claim or a recommendation for solving a scientific or technical problem. Draw evidence from informational texts to support analysis, reflection, and research. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. Recognize a variety of cause-effect relationships related to science. Recognize examples of cause-effect descriptions or explanations related to science. Identify that scientists use many different methods in conducting their research. Recognize that scientists use a variety of methods to get answers to their research questions. Describe how mutation and genetic recombination increase genetic variation. eText: Chapter 27 Assessment Curriculum Standards: Describe the basic anatomy and physiology of the human reproductive system. Describe the process of human development from fertilization to birth and major changes that occur in each trimester of pregnancy. Describe the basic anatomy and physiology of the human reproductive system. Describe the process of human development from fertilization to birth and major changes that occur in each trimester of pregnancy. Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. Multicellular organisms have a hierarchical structural organization, in which any one system is made up of numerous parts and is itself a component of the next level. (HS-LS1-2) Describe the basic anatomy and physiology of the human reproductive system. Describe the process of human development from fertilization to birth and major changes that occur in each trimester of pregnancy. Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Test Review: The Human Body Curriculum Standards: Describe the basic anatomy and physiology of the human reproductive system. Describe the process of human development from fertilization to birth and major changes that occur in each trimester of pregnancy. Describe the basic anatomy and physiology of the human reproductive system. Describe the process of human development from fertilization to birth and major changes that occur in each trimester of pregnancy. Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. Multicellular organisms have a hierarchical structural organization, in which any one system is made up of numerous parts and is itself a component of the next level. (HS-LS1-2) Describe the basic anatomy and physiology of the human reproductive system. Describe the process of human development from fertilization to birth and major changes that occur in each trimester of pregnancy. Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Editable Test: The Human Body Curriculum Standards: Describe the basic anatomy and physiology of the human reproductive system. Describe the process of human development from fertilization to birth and major changes that occur in each trimester of pregnancy. Describe the basic anatomy and physiology of the human reproductive system. Describe the process of human development from fertilization to birth and major changes that occur in each trimester of pregnancy. Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. Multicellular organisms have a hierarchical structural organization, in which any one system is made up of numerous parts and is itself a component of the next level. (HS-LS1-2) Describe the basic anatomy and physiology of the human reproductive system. Describe the process of human development from fertilization to birth and major changes that occur in each trimester of pregnancy. Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Test: The Human Body Curriculum Standards: Describe the basic anatomy and physiology of the human reproductive system. Describe the process of human development from fertilization to birth and major changes that occur in each trimester of pregnancy. Describe the basic anatomy and physiology of the human reproductive system. Describe the process of human development from fertilization to birth and major changes that occur in each trimester of pregnancy. Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. Multicellular organisms have a hierarchical structural organization, in which any one system is made up of numerous parts and is itself a component of the next level. (HS-LS1-2) Describe the basic anatomy and physiology of the human reproductive system. Describe the process of human development from fertilization to birth and major changes that occur in each trimester of pregnancy. Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. eText: FL End-of-Course Test Practice: The Human Body Editable FL EOC Test: The Human Body FL End-of-Course Test Practice: The Human Body Curriculum Standards: Describe the factors affecting blood flow through the cardiovascular system. Describe the factors affecting blood flow through the cardiovascular system. Describe the basic anatomy and physiology of the human reproductive system. Describe the process of human development from fertilization to birth and major changes that occur in each trimester of pregnancy. Describe the basic anatomy and physiology of the human reproductive system. Describe the process of human development from fertilization to birth and major changes that occur in each trimester of pregnancy. Identify the major parts of the brain on diagrams or models. Identify the major parts of the brain on diagrams or models. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Evaluate how environment and personal health are interrelated. Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Describe the basic process of human development from fertilization to birth. Recognize major phases in the process of human development from fertilization to birth. Describe the factors affecting blood flow through the cardiovascular system. Describe the basic anatomy and physiology of the human reproductive system. Describe the process of human development from fertilization to birth and major changes that occur in each trimester of pregnancy. Identify the major parts of the brain on diagrams or models. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Describe the basic process of human development from fertilization to birth. Recognize major phases in the process of human development from fertilization to birth. Enrichment: The Human Body HHMI Enrichment Activity: West Nile Virus—Vectors and Hosts Game Game Cards Program Resources Course Glossary Multilingual Glossary Traditional Chinese Simplified Chinese Russian Vietnamese Arabic Haitian Creole Hmong Korean Russian Skills Activities HHMI Activity: Formulae, Functions, and Averages HHMI Activity: Autofill Data, Cell References, and Standard Deviation HHMI Activity: Column Graphs, Error Bars, and Standard Error of the Mean HHMI Activity: t-Test HHMI Activity: Histogram Graphic Organizers Cause and Effect Diagram Cluster Diagram Compare/Contrast Table Concept Map Cornell Notes Cycle Diagram Fishbone Map Flowchart Frayer Model ELL Frayer Model KWL BKWL Main Ideas and Details Chart Spider Map T-Chart Two-Column Table Vocabulary Word Map Venn Diagram Diversity of Life Handbook Lab Skills Handbook Science and Engineering Practices Appendices Course Level Tests Editable End-of-Course Test Curriculum Standards: Discuss the special properties of water that contribute to Earth's suitability as an environment for life: cohesive behavior, ability to moderate temperature, expansion upon freezing, and versatility as a solvent. The abundance of liquid water on Earth's surface and its unique combination of physical and chemical properties are central to the planet's dynamics. These properties include water's exceptional capacity to absorb, store, and release large amounts of energy, transmit sunlight, expand upon freezing, dissolve and transport materials, and lower the viscosities and melting points of rocks. (HS-ESS2-5) Discuss the special properties of water that contribute to Earth's suitability as an environment for life: cohesive behavior, ability to moderate temperature, expansion upon freezing, and versatility as a solvent. Identify that special properties of water, such as the ability to moderate temperature and dissolve substances, help to sustain living things on Earth. Identify the important role of water in sustaining life of plants and animals. Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Identify the major parts of plant and animal cells, including the cell membrane, nucleus, and cytoplasm, and their basic functions. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Evaluate scientific data collected from analysis of molecular sequences, fossil records, biogeography, and embryology. Identify chronological patterns of change and communicate that biological evolution is supported by multiple lines of empirical evidence that identify similarities inherited from a common ancestor (homologies). Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. Genetic information provides evidence of evolution. DNA sequences vary among species, but there are many overlaps; in fact, the ongoing branching that produces multiple lines of descent can be inferred by comparing the DNA sequences of different organisms. Such information is also derivable from the similarities and differences in amino acid sequences and from anatomical and embryological evidence. (HS-LS4-1) Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Create a model for the major events of the eukaryotic cell cycle, including mitosis. Compare and contrast the rates of cell division in various eukaryotic cell types in multicellular organisms. In multicellular organisms, individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. (HS-LS1-4) Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Recognize that cells reproduce by dividing. Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. Most multicellular organisms are composed of organ systems whose structures reflect their particular function. Recognize that small parts of a living thing can work together. Describe the scientific theory of cells (cell theory) and relate the history of its discovery to the process of science. Describe the scientific theory of cells (cell theory) and relate the history of its discovery to the process of science. Identify that all living things are made of cells and cells function in similar ways (cell theory). Identify that the cell is the smallest basic unit of life and that all living things are made of cells. Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed resulting in a net transfer of energy. As a result of these chemical reactions, energy is transferred from one system of interacting molecules to another. Cellular respiration is a chemical process in which the bonds of food molecules and oxygen molecules are broken and new compounds are formed that can transport energy to muscles. Cellular respiration also releases the energy needed to maintain body temperature despite ongoing energy transfer to the surrounding environment.(HS-LS1-7) Identify that cells release energy from food so the organism can use it (cellular respiration). Recognize that cells get energy from food. Describe changes in ecosystems resulting from seasonal variations, climate change and succession. Describe changes in ecosystems resulting from seasonal variations, climate change and succession. Utilize a model of a cell plasma membrane to compare the various types of cellular transport and test predictions about the movement of molecules into or out of a cell based on the homeostasis of energy and matter in cells. Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Natural selection occurs only if there is both (1) variation in the genetic information between organisms in a population and (2) variation in the expression of that genetic information—that is, trait variation—that leads to differences in performance among individuals. (HS-LS4-2),(HS-LS4-3) Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Use Mendel's laws of segregation and independent assortment to analyze patterns of inheritance. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use Mendel's laws of segregation and independent assortment to analyze patterns of inheritance. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Demonstrate how DNA sequence information is decoded through transcriptional and translational processes within the cell in order to synthesize proteins. Examine the relationship of structure and function of various types of RNA and the importance of this relationship in these processes. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Identify producers, consumers, and decomposers in a simple food chain. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Describe how mutation and genetic recombination increase genetic variation. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Describe how mutation and genetic recombination increase genetic variation. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Research examples that demonstrate the functional variety of proteins and construct an argument based on evidence for the importance of the molecular structure to its function. Plan and carry out a controlled investigation to test predictions about factors, which should cause an effect on the structure and function of a protein. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Chemical reactions in living things follow basic rules of chemistry and are usually regulated by enzymes. Identify the products and function of photosynthesis. Identify basic trends in hominid evolution from early ancestors six million years ago to modern humans, including brain size, jaw size, language, and manufacture of tools. Identify basic trends in hominid evolution from early ancestors six million years ago to modern humans, including brain size, jaw size, language, and manufacture of tools. Create a model tracking carbon atoms between inorganic and organic molecules in an ecosystem. Explain human impacts on climate based on this model. Explain the interrelated nature of photosynthesis and cellular respiration. Create a model of photosynthesis demonstrating the net flow of matter and energy into a cell. Use the model to explain energy transfer from light energy into stored chemical energy in the product. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. Explain the interrelated nature of photosynthesis and cellular respiration. Living organisms acquire the energy they need for life processes through various metabolic pathways (primarily photosynthesis and cellular respiration). Evaluate comparative models of various cell types with a focus on organic molecules that make up cellular structures. Compare and contrast structure and function of various types of microscopes. Compare and contrast structure and function of various types of microscopes. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Evaluate how environment and personal health are interrelated. Identify the major parts of the brain on diagrams or models. Identify the major parts of the brain on diagrams or models. Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Classify living organisms into their kingdoms. Match organisms to the animal, plant, and fungus kingdoms. Sort common living things into plant and animal kingdoms. Describe the scientific explanations of the origin of life on Earth. Describe the scientific explanations of the origin of life on Earth. Identify that there are scientific explanations of the origin of life on Earth. Recognize that there are scientific explanations of how life began. Explain how protein formation results in phenotypic variation and discuss how changes in DNA can lead to somatic or germ line mutations. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). Model chromosome progression through meiosis and fertilization in order to argue how the processes of sexual reproduction lead to both genetic similarities and variation in diploid organisms. Compare and contrast the processes of sexual and asexual reproduction, identifying the advantages and disadvantages of each. Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Analyze mathematical and/or computational representations of population data that support explanations of factors that affect population size and carrying capacities of populations within an ecosystem. Examine a representative ecosystem and, based on interdependent relationships present, predict population size effects due to a given disturbance. Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell. Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell. Changes in the atmosphere due to human activity have increased carbon dioxide concentrations and thus affect climate. (HS-ESS2-6) Construct an explanation based on evidence for how natural selection leads to adaptation of populations. Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. Photosynthesis and cellular respiration are important components of the carbon cycle, in which carbon is exchanged among the biosphere, atmosphere, oceans, and geosphere through chemical, physical, geological, and biological processes. (HS-LS2-5) Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. Integrate evidence to develop a structural model of a DNA molecule. Using the model, develop and communicate an explanation for how DNA serves as a template for self-replication and encodes biological information. Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells. Identify ecosystem services and assess the role of biodiversity in support of these services. Analyze the role human activities have on disruption of these services. Analyze the movement of matter and energy through the different biogeochemical cycles, including water and carbon. Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere. Analyze the movement of matter and energy through the different biogeochemical cycles, including water and carbon. Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Identify that clean water and air are important for supporting life in an ecosystem. Recognize examples of mutual relationships between people and other living things. Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. Relate the structure of each of the major plant organs and tissues to physiological processes. Relate the structure of each of the major plant organs and tissues to physiological processes. Relate parts of plants, such as leaf, stem, root, seed, and flower, to the functions of food production, support, water transport, and reproduction. Recognize major plant parts, such as root, stem, leaf, and flower. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Discuss the special properties of water that contribute to Earth's suitability as an environment for life: cohesive behavior, ability to moderate temperature, expansion upon freezing, and versatility as a solvent. Identify that special properties of water, such as the ability to moderate temperature and dissolve substances, help to sustain living things on Earth. Identify the important role of water in sustaining life of plants and animals. Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Identify the major parts of plant and animal cells, including the cell membrane, nucleus, and cytoplasm, and their basic functions. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Recognize that cells reproduce by dividing. Most multicellular organisms are composed of organ systems whose structures reflect their particular function. Recognize that small parts of a living thing can work together. Describe the scientific theory of cells (cell theory) and relate the history of its discovery to the process of science. Identify that all living things are made of cells and cells function in similar ways (cell theory). Identify that the cell is the smallest basic unit of life and that all living things are made of cells. Identify that cells release energy from food so the organism can use it (cellular respiration). Recognize that cells get energy from food. Describe changes in ecosystems resulting from seasonal variations, climate change and succession. Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Use Mendel's laws of segregation and independent assortment to analyze patterns of inheritance. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Identify producers, consumers, and decomposers in a simple food chain. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Describe how mutation and genetic recombination increase genetic variation. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Chemical reactions in living things follow basic rules of chemistry and are usually regulated by enzymes. Identify the products and function of photosynthesis. Identify basic trends in hominid evolution from early ancestors six million years ago to modern humans, including brain size, jaw size, language, and manufacture of tools. Explain the interrelated nature of photosynthesis and cellular respiration. Living organisms acquire the energy they need for life processes through various metabolic pathways (primarily photosynthesis and cellular respiration). Compare and contrast structure and function of various types of microscopes. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Identify the major parts of the brain on diagrams or models. Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Classify living organisms into their kingdoms. Match organisms to the animal, plant, and fungus kingdoms. Sort common living things into plant and animal kingdoms. Describe the scientific explanations of the origin of life on Earth. Identify that there are scientific explanations of the origin of life on Earth. Recognize that there are scientific explanations of how life began. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell. Analyze the movement of matter and energy through the different biogeochemical cycles, including water and carbon. Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Identify that clean water and air are important for supporting life in an ecosystem. Recognize examples of mutual relationships between people and other living things. Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. Relate the structure of each of the major plant organs and tissues to physiological processes. Relate parts of plants, such as leaf, stem, root, seed, and flower, to the functions of food production, support, water transport, and reproduction. Recognize major plant parts, such as root, stem, leaf, and flower. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. End-of-Course Test Curriculum Standards: Discuss the special properties of water that contribute to Earth's suitability as an environment for life: cohesive behavior, ability to moderate temperature, expansion upon freezing, and versatility as a solvent. The abundance of liquid water on Earth's surface and its unique combination of physical and chemical properties are central to the planet's dynamics. These properties include water's exceptional capacity to absorb, store, and release large amounts of energy, transmit sunlight, expand upon freezing, dissolve and transport materials, and lower the viscosities and melting points of rocks. (HS-ESS2-5) Discuss the special properties of water that contribute to Earth's suitability as an environment for life: cohesive behavior, ability to moderate temperature, expansion upon freezing, and versatility as a solvent. Identify that special properties of water, such as the ability to moderate temperature and dissolve substances, help to sustain living things on Earth. Identify the important role of water in sustaining life of plants and animals. Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Recognize possible changes in an ecosystem (biodiversity) that can result from natural catastrophic events, changes in climate, and human activity. Recognize changes in living things (biodiversity) that can result from natural catastrophic events and human activity. Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Identify the major parts of plant and animal cells, including the cell membrane, nucleus, and cytoplasm, and their basic functions. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Evaluate scientific data collected from analysis of molecular sequences, fossil records, biogeography, and embryology. Identify chronological patterns of change and communicate that biological evolution is supported by multiple lines of empirical evidence that identify similarities inherited from a common ancestor (homologies). Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. Genetic information provides evidence of evolution. DNA sequences vary among species, but there are many overlaps; in fact, the ongoing branching that produces multiple lines of descent can be inferred by comparing the DNA sequences of different organisms. Such information is also derivable from the similarities and differences in amino acid sequences and from anatomical and embryological evidence. (HS-LS4-1) Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Create a model for the major events of the eukaryotic cell cycle, including mitosis. Compare and contrast the rates of cell division in various eukaryotic cell types in multicellular organisms. In multicellular organisms, individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. (HS-LS1-4) Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Recognize that cells reproduce by dividing. Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. Most multicellular organisms are composed of organ systems whose structures reflect their particular function. Recognize that small parts of a living thing can work together. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). Identify the reactants, products, and basic functions of photosynthesis. The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen. (HS-LS1-5) Identify the reactants, products, and basic functions of photosynthesis. Identify the products and function of photosynthesis. Recognize that the function of photosynthesis is to produce food for plants. Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Analyze mathematical and/or computational representations of population data that support explanations of factors that affect population size and carrying capacities of populations within an ecosystem. Examine a representative ecosystem and, based on interdependent relationships present, predict population size effects due to a given disturbance. Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Describe the scientific theory of cells (cell theory) and relate the history of its discovery to the process of science. Describe the scientific theory of cells (cell theory) and relate the history of its discovery to the process of science. Identify that all living things are made of cells and cells function in similar ways (cell theory). Identify that the cell is the smallest basic unit of life and that all living things are made of cells. Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed resulting in a net transfer of energy. As a result of these chemical reactions, energy is transferred from one system of interacting molecules to another. Cellular respiration is a chemical process in which the bonds of food molecules and oxygen molecules are broken and new compounds are formed that can transport energy to muscles. Cellular respiration also releases the energy needed to maintain body temperature despite ongoing energy transfer to the surrounding environment.(HS-LS1-7) Identify that cells release energy from food so the organism can use it (cellular respiration). Recognize that cells get energy from food. Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. Describe how mutation and genetic recombination increase genetic variation. Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. Describe how mutation and genetic recombination increase genetic variation. Describe changes in ecosystems resulting from seasonal variations, climate change and succession. Describe changes in ecosystems resulting from seasonal variations, climate change and succession. Utilize a model of a cell plasma membrane to compare the various types of cellular transport and test predictions about the movement of molecules into or out of a cell based on the homeostasis of energy and matter in cells. Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. Natural selection occurs only if there is both (1) variation in the genetic information between organisms in a population and (2) variation in the expression of that genetic information—that is, trait variation—that leads to differences in performance among individuals. (HS-LS4-2),(HS-LS4-3) Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Use Mendel's laws of segregation and independent assortment to analyze patterns of inheritance. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use Mendel's laws of segregation and independent assortment to analyze patterns of inheritance. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Ecosystems have carrying capacities, which are limits to the numbers of organisms and populations they can support. These limits result from such factors as the availability of living and nonliving resources and from such challenges such as predation, competition, and disease. Organisms would have the capacity to produce populations of great size were it not for the fact that environments and resources are finite. This fundamental tension affects the abundance (number of individuals) of species in any given ecosystem. (HS-LS2- 1),(HS-LS2-2) Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. The distribution and abundance of organisms is determined by the interactions between organisms, and between organisms and the non-living environment. Recognize common living things in bodies of water. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Demonstrate how DNA sequence information is decoded through transcriptional and translational processes within the cell in order to synthesize proteins. Examine the relationship of structure and function of various types of RNA and the importance of this relationship in these processes. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Identify producers, consumers, and decomposers in a simple food chain. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Recognize that energy is stored in cells. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Research examples that demonstrate the functional variety of proteins and construct an argument based on evidence for the importance of the molecular structure to its function. Plan and carry out a controlled investigation to test predictions about factors, which should cause an effect on the structure and function of a protein. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Chemical reactions in living things follow basic rules of chemistry and are usually regulated by enzymes. Explain the reasons for changes in how organisms are classified. Explain the reasons for changes in how organisms are classified. Organisms are classified based on their evolutionary history. Identify basic trends in hominid evolution from early ancestors six million years ago to modern humans, including brain size, jaw size, language, and manufacture of tools. Identify basic trends in hominid evolution from early ancestors six million years ago to modern humans, including brain size, jaw size, language, and manufacture of tools. Create a model tracking carbon atoms between inorganic and organic molecules in an ecosystem. Explain human impacts on climate based on this model. Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. Explain the interrelated nature of photosynthesis and cellular respiration. Create a model of photosynthesis demonstrating the net flow of matter and energy into a cell. Use the model to explain energy transfer from light energy into stored chemical energy in the product. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. Explain the interrelated nature of photosynthesis and cellular respiration. Living organisms acquire the energy they need for life processes through various metabolic pathways (primarily photosynthesis and cellular respiration). Evaluate comparative models of various cell types with a focus on organic molecules that make up cellular structures. Compare and contrast structure and function of various types of microscopes. Compare and contrast structure and function of various types of microscopes. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Evaluate how environment and personal health are interrelated. Identify the major parts of the brain on diagrams or models. Identify the major parts of the brain on diagrams or models. Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Classify living organisms into their kingdoms. Match organisms to the animal, plant, and fungus kingdoms. Sort common living things into plant and animal kingdoms. Describe the scientific explanations of the origin of life on Earth. Describe the scientific explanations of the origin of life on Earth. Identify that there are scientific explanations of the origin of life on Earth. Recognize that there are scientific explanations of how life began. Explain how protein formation results in phenotypic variation and discuss how changes in DNA can lead to somatic or germ line mutations. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Model chromosome progression through meiosis and fertilization in order to argue how the processes of sexual reproduction lead to both genetic similarities and variation in diploid organisms. Compare and contrast the processes of sexual and asexual reproduction, identifying the advantages and disadvantages of each. Recognize that living things in oceans and fresh water are affected by the location, availability of light, depth of the water, and temperature. Recognize that living things in bodies of water are affected by the location and depth of the water. Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability. Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability. Describe ways the lifestyles of individuals and groups can help or hurt the environment. Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell. Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell. Changes in the atmosphere due to human activity have increased carbon dioxide concentrations and thus affect climate. (HS-ESS2-6) Construct an explanation based on evidence for how natural selection leads to adaptation of populations. Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. Photosynthesis and cellular respiration are important components of the carbon cycle, in which carbon is exchanged among the biosphere, atmosphere, oceans, and geosphere through chemical, physical, geological, and biological processes. (HS-LS2-5) Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. Integrate evidence to develop a structural model of a DNA molecule. Using the model, develop and communicate an explanation for how DNA serves as a template for self-replication and encodes biological information. Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells. Identify ecosystem services and assess the role of biodiversity in support of these services. Analyze the role human activities have on disruption of these services. Analyze the movement of matter and energy through the different biogeochemical cycles, including water and carbon. Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere. Analyze the movement of matter and energy through the different biogeochemical cycles, including water and carbon. Identify that clean water and air are important for supporting life in an ecosystem. Recognize examples of mutual relationships between people and other living things. Relate the structure of each of the major plant organs and tissues to physiological processes. Relate the structure of each of the major plant organs and tissues to physiological processes. Relate parts of plants, such as leaf, stem, root, seed, and flower, to the functions of food production, support, water transport, and reproduction. Recognize major plant parts, such as root, stem, leaf, and flower. Discuss the special properties of water that contribute to Earth's suitability as an environment for life: cohesive behavior, ability to moderate temperature, expansion upon freezing, and versatility as a solvent. Identify that special properties of water, such as the ability to moderate temperature and dissolve substances, help to sustain living things on Earth. Identify the important role of water in sustaining life of plants and animals. Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. Recognize possible changes in an ecosystem (biodiversity) that can result from natural catastrophic events, changes in climate, and human activity. Recognize changes in living things (biodiversity) that can result from natural catastrophic events and human activity. Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Identify the major parts of plant and animal cells, including the cell membrane, nucleus, and cytoplasm, and their basic functions. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. Recognize that cells reproduce by dividing. Most multicellular organisms are composed of organ systems whose structures reflect their particular function. Recognize that small parts of a living thing can work together. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). Identify the reactants, products, and basic functions of photosynthesis. Identify the products and function of photosynthesis. Recognize that the function of photosynthesis is to produce food for plants. Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Describe the scientific theory of cells (cell theory) and relate the history of its discovery to the process of science. Identify that all living things are made of cells and cells function in similar ways (cell theory). Identify that the cell is the smallest basic unit of life and that all living things are made of cells. Identify that cells release energy from food so the organism can use it (cellular respiration). Recognize that cells get energy from food. Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. Describe how mutation and genetic recombination increase genetic variation. Describe changes in ecosystems resulting from seasonal variations, climate change and succession. Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. 6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage). Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Use Mendel's laws of segregation and independent assortment to analyze patterns of inheritance. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. The distribution and abundance of organisms is determined by the interactions between organisms, and between organisms and the non-living environment. Recognize common living things in bodies of water. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Identify producers, consumers, and decomposers in a simple food chain. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Recognize that energy is stored in cells. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Chemical reactions in living things follow basic rules of chemistry and are usually regulated by enzymes. Explain the reasons for changes in how organisms are classified. Organisms are classified based on their evolutionary history. Identify basic trends in hominid evolution from early ancestors six million years ago to modern humans, including brain size, jaw size, language, and manufacture of tools. Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. Explain the interrelated nature of photosynthesis and cellular respiration. Living organisms acquire the energy they need for life processes through various metabolic pathways (primarily photosynthesis and cellular respiration). Compare and contrast structure and function of various types of microscopes. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Identify the major parts of the brain on diagrams or models. Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Describe how and why organisms are hierarchically classified and based on evolutionary relationships. Classify living organisms into their kingdoms. Match organisms to the animal, plant, and fungus kingdoms. Sort common living things into plant and animal kingdoms. Describe the scientific explanations of the origin of life on Earth. Identify that there are scientific explanations of the origin of life on Earth. Recognize that there are scientific explanations of how life began. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Recognize that living things in oceans and fresh water are affected by the location, availability of light, depth of the water, and temperature. Recognize that living things in bodies of water are affected by the location and depth of the water. Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability. Describe ways the lifestyles of individuals and groups can help or hurt the environment. Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell. Analyze the movement of matter and energy through the different biogeochemical cycles, including water and carbon. Identify that clean water and air are important for supporting life in an ecosystem. Recognize examples of mutual relationships between people and other living things. Relate the structure of each of the major plant organs and tissues to physiological processes. Relate parts of plants, such as leaf, stem, root, seed, and flower, to the functions of food production, support, water transport, and reproduction. Recognize major plant parts, such as root, stem, leaf, and flower. Editable Pre/Post Test Curriculum Standards: Through computer simulations and other studies, important discoveries are still being made about how the ocean, the atmosphere, and the biosphere interact and are modified in response to human activities. (HS-ESS3-6) Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Evaluate scientific data collected from analysis of molecular sequences, fossil records, biogeography, and embryology. Identify chronological patterns of change and communicate that biological evolution is supported by multiple lines of empirical evidence that identify similarities inherited from a common ancestor (homologies). Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. Genetic information provides evidence of evolution. DNA sequences vary among species, but there are many overlaps; in fact, the ongoing branching that produces multiple lines of descent can be inferred by comparing the DNA sequences of different organisms. Such information is also derivable from the similarities and differences in amino acid sequences and from anatomical and embryological evidence. (HS-LS4-1) Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). Identify the reactants, products, and basic functions of photosynthesis. The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen. (HS-LS1-5) Identify the reactants, products, and basic functions of photosynthesis. Identify the products and function of photosynthesis. Recognize that the function of photosynthesis is to produce food for plants. Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed resulting in a net transfer of energy. As a result of these chemical reactions, energy is transferred from one system of interacting molecules to another. Cellular respiration is a chemical process in which the bonds of food molecules and oxygen molecules are broken and new compounds are formed that can transport energy to muscles. Cellular respiration also releases the energy needed to maintain body temperature despite ongoing energy transfer to the surrounding environment.(HS-LS1-7) Identify that cells release energy from food so the organism can use it (cellular respiration). Recognize that cells get energy from food. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Identify that carbohydrates, fats, proteins, and nucleic acids (macromolecules) are important for human organisms. Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Ecosystems have carrying capacities, which are limits to the numbers of organisms and populations they can support. These limits result from such factors as the availability of living and nonliving resources and from such challenges such as predation, competition, and disease. Organisms would have the capacity to produce populations of great size were it not for the fact that environments and resources are finite. This fundamental tension affects the abundance (number of individuals) of species in any given ecosystem. (HS-LS2- 1),(HS-LS2-2) Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Identify relationships among organisms, including helping each other (mutualism); obtaining food (predation); benefiting at the expense of the other (parasitism); and competing with each other for food, space, or shelter (competition). Compare and contrast existing models, identify patterns, and use structural and functional evidence to analyze the characteristics of life. Engage in argument about the designation of viruses as non-living based on these characteristics. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Create a model tracking carbon atoms between inorganic and organic molecules in an ecosystem. Explain human impacts on climate based on this model. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Recognize that plants give off oxygen that is used by animals and animals give off carbon dioxide that is used by plants. Recognize that people and animals breathe in the oxygen that plants give off. Analyze mathematical and/or computational representations of population data that support explanations of factors that affect population size and carrying capacities of populations within an ecosystem. Examine a representative ecosystem and, based on interdependent relationships present, predict population size effects due to a given disturbance. Obtain, evaluate, and communicate information on how molecular biotechnology may be used in a variety of fields. Identify ways that biotechnology has impacted society and the environment, such as the development of new medicines and farming techniques. Investigate the means by which karyotypes are utilized in diagnostic medicine. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Demonstrate how DNA sequence information is decoded through transcriptional and translational processes within the cell in order to synthesize proteins. Examine the relationship of structure and function of various types of RNA and the importance of this relationship in these processes. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Recognize examples of mutual relationships between people and other living things. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Recognize that animals (consumers) eat animals and plants for food. Use Mendel's laws of segregation and independent assortment to analyze patterns of inheritance. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use Mendel's laws of segregation and independent assortment to analyze patterns of inheritance. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Recognize that cancer may result when cells change or grow too fast. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. Construct an explanation based on evidence for how natural selection leads to adaptation of populations. Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment's limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. (HS-LS4-2) Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. (HS-LS4-3),(HS-LS4-4) Describe how mutation and genetic recombination increase genetic variation. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Describe how mutation and genetic recombination increase genetic variation. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Research examples that demonstrate the functional variety of proteins and construct an argument based on evidence for the importance of the molecular structure to its function. Plan and carry out a controlled investigation to test predictions about factors, which should cause an effect on the structure and function of a protein. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Chemical reactions in living things follow basic rules of chemistry and are usually regulated by enzymes. The scientific theory of evolution is supported by multiple forms of scientific evidence. All living things are composed of four basic categories of macromolecules and share the same basic needs for life. Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Describe the scientific explanations of the origin of life on Earth. Describe the scientific explanations of the origin of life on Earth. Identify that there are scientific explanations of the origin of life on Earth. Recognize that there are scientific explanations of how life began. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Integrate evidence to develop a structural model of a DNA molecule. Using the model, develop and communicate an explanation for how DNA serves as a template for self-replication and encodes biological information. Model chromosome progression through meiosis and fertilization in order to argue how the processes of sexual reproduction lead to both genetic similarities and variation in diploid organisms. Compare and contrast the processes of sexual and asexual reproduction, identifying the advantages and disadvantages of each. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Recognize that living things in oceans and fresh water are affected by the location, availability of light, depth of the water, and temperature. Recognize that living things in bodies of water are affected by the location and depth of the water. Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell. Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell. Identify traits that plants and animals, including humans, inherit. Changes in the atmosphere due to human activity have increased carbon dioxide concentrations and thus affect climate. (HS-ESS2-6) Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Recognize that organisms can interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at expense of the other (parasitism). Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population. Environmental factors also affect expression of traits, and hence affect the probability of occurrences of traits in a population. Thus the variation and distribution of traits observed depends on both genetic and environmental factors. (HS-LS3-2),(HS-LS3-3) Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. Relate the structure of each of the major plant organs and tissues to physiological processes. Relate the structure of each of the major plant organs and tissues to physiological processes. Relate parts of plants, such as leaf, stem, root, seed, and flower, to the functions of food production, support, water transport, and reproduction. Recognize major plant parts, such as root, stem, leaf, and flower. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. (HS-LS3-2) Manipulation of DNA in organisms has led to commercial production of biological molecules on a large scale and genetically modified organisms. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). Identify the reactants, products, and basic functions of photosynthesis. Identify the products and function of photosynthesis. Recognize that the function of photosynthesis is to produce food for plants. Identify that cells release energy from food so the organism can use it (cellular respiration). Recognize that cells get energy from food. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Identify that carbohydrates, fats, proteins, and nucleic acids (macromolecules) are important for human organisms. Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Identify relationships among organisms, including helping each other (mutualism); obtaining food (predation); benefiting at the expense of the other (parasitism); and competing with each other for food, space, or shelter (competition). Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Recognize that plants give off oxygen that is used by animals and animals give off carbon dioxide that is used by plants. Recognize that people and animals breathe in the oxygen that plants give off. Identify ways that biotechnology has impacted society and the environment, such as the development of new medicines and farming techniques. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Recognize examples of mutual relationships between people and other living things. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Recognize that animals (consumers) eat animals and plants for food. Use Mendel's laws of segregation and independent assortment to analyze patterns of inheritance. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Recognize that cancer may result when cells change or grow too fast. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Describe how mutation and genetic recombination increase genetic variation. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Chemical reactions in living things follow basic rules of chemistry and are usually regulated by enzymes. The scientific theory of evolution is supported by multiple forms of scientific evidence. All living things are composed of four basic categories of macromolecules and share the same basic needs for life. Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Describe the scientific explanations of the origin of life on Earth. Identify that there are scientific explanations of the origin of life on Earth. Recognize that there are scientific explanations of how life began. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Recognize that living things in oceans and fresh water are affected by the location, availability of light, depth of the water, and temperature. Recognize that living things in bodies of water are affected by the location and depth of the water. Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell. Identify traits that plants and animals, including humans, inherit. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Recognize that organisms can interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at expense of the other (parasitism). Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. Relate the structure of each of the major plant organs and tissues to physiological processes. Relate parts of plants, such as leaf, stem, root, seed, and flower, to the functions of food production, support, water transport, and reproduction. Recognize major plant parts, such as root, stem, leaf, and flower. Manipulation of DNA in organisms has led to commercial production of biological molecules on a large scale and genetically modified organisms. Pre/Post Test Curriculum Standards: Through computer simulations and other studies, important discoveries are still being made about how the ocean, the atmosphere, and the biosphere interact and are modified in response to human activities. (HS-ESS3-6) Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Evaluate scientific data collected from analysis of molecular sequences, fossil records, biogeography, and embryology. Identify chronological patterns of change and communicate that biological evolution is supported by multiple lines of empirical evidence that identify similarities inherited from a common ancestor (homologies). Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. Genetic information provides evidence of evolution. DNA sequences vary among species, but there are many overlaps; in fact, the ongoing branching that produces multiple lines of descent can be inferred by comparing the DNA sequences of different organisms. Such information is also derivable from the similarities and differences in amino acid sequences and from anatomical and embryological evidence. (HS-LS4-1) Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). Identify the reactants, products, and basic functions of photosynthesis. The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen. (HS-LS1-5) Identify the reactants, products, and basic functions of photosynthesis. Identify the products and function of photosynthesis. Recognize that the function of photosynthesis is to produce food for plants. Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed resulting in a net transfer of energy. As a result of these chemical reactions, energy is transferred from one system of interacting molecules to another. Cellular respiration is a chemical process in which the bonds of food molecules and oxygen molecules are broken and new compounds are formed that can transport energy to muscles. Cellular respiration also releases the energy needed to maintain body temperature despite ongoing energy transfer to the surrounding environment.(HS-LS1-7) Identify that cells release energy from food so the organism can use it (cellular respiration). Recognize that cells get energy from food. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Identify that carbohydrates, fats, proteins, and nucleic acids (macromolecules) are important for human organisms. Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Ecosystems have carrying capacities, which are limits to the numbers of organisms and populations they can support. These limits result from such factors as the availability of living and nonliving resources and from such challenges such as predation, competition, and disease. Organisms would have the capacity to produce populations of great size were it not for the fact that environments and resources are finite. This fundamental tension affects the abundance (number of individuals) of species in any given ecosystem. (HS-LS2- 1),(HS-LS2-2) Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Identify relationships among organisms, including helping each other (mutualism); obtaining food (predation); benefiting at the expense of the other (parasitism); and competing with each other for food, space, or shelter (competition). Compare and contrast existing models, identify patterns, and use structural and functional evidence to analyze the characteristics of life. Engage in argument about the designation of viruses as non-living based on these characteristics. Recognize actions that are harmful to living things. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Create a model tracking carbon atoms between inorganic and organic molecules in an ecosystem. Explain human impacts on climate based on this model. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Recognize that plants give off oxygen that is used by animals and animals give off carbon dioxide that is used by plants. Recognize that people and animals breathe in the oxygen that plants give off. Analyze mathematical and/or computational representations of population data that support explanations of factors that affect population size and carrying capacities of populations within an ecosystem. Examine a representative ecosystem and, based on interdependent relationships present, predict population size effects due to a given disturbance. Obtain, evaluate, and communicate information on how molecular biotechnology may be used in a variety of fields. Identify ways that biotechnology has impacted society and the environment, such as the development of new medicines and farming techniques. Investigate the means by which karyotypes are utilized in diagnostic medicine. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Demonstrate how DNA sequence information is decoded through transcriptional and translational processes within the cell in order to synthesize proteins. Examine the relationship of structure and function of various types of RNA and the importance of this relationship in these processes. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Recognize examples of mutual relationships between people and other living things. Recognize that animals (consumers) eat animals and plants for food. Use Mendel's laws of segregation and independent assortment to analyze patterns of inheritance. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Use Mendel's laws of segregation and independent assortment to analyze patterns of inheritance. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Describe changes in ecosystems resulting from seasonal variations, climate change and succession. Describe changes in ecosystems resulting from seasonal variations, climate change and succession. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Recognize that cancer may result when cells change or grow too fast. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. Construct an explanation based on evidence for how natural selection leads to adaptation of populations. Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment's limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. (HS-LS4-2) Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. (HS-LS4-3),(HS-LS4-4) Describe how mutation and genetic recombination increase genetic variation. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Describe how mutation and genetic recombination increase genetic variation. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Research examples that demonstrate the functional variety of proteins and construct an argument based on evidence for the importance of the molecular structure to its function. Plan and carry out a controlled investigation to test predictions about factors, which should cause an effect on the structure and function of a protein. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Chemical reactions in living things follow basic rules of chemistry and are usually regulated by enzymes. The scientific theory of evolution is supported by multiple forms of scientific evidence. All living things are composed of four basic categories of macromolecules and share the same basic needs for life. Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Describe the scientific explanations of the origin of life on Earth. Describe the scientific explanations of the origin of life on Earth. Identify that there are scientific explanations of the origin of life on Earth. Recognize that there are scientific explanations of how life began. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Integrate evidence to develop a structural model of a DNA molecule. Using the model, develop and communicate an explanation for how DNA serves as a template for self-replication and encodes biological information. Model chromosome progression through meiosis and fertilization in order to argue how the processes of sexual reproduction lead to both genetic similarities and variation in diploid organisms. Compare and contrast the processes of sexual and asexual reproduction, identifying the advantages and disadvantages of each. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Recognize that living things in oceans and fresh water are affected by the location, availability of light, depth of the water, and temperature. Recognize that living things in bodies of water are affected by the location and depth of the water. Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell. Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell. Identify traits that plants and animals, including humans, inherit. Changes in the atmosphere due to human activity have increased carbon dioxide concentrations and thus affect climate. (HS-ESS2-6) Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Recognize that organisms can interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at expense of the other (parasitism). Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population. Environmental factors also affect expression of traits, and hence affect the probability of occurrences of traits in a population. Thus the variation and distribution of traits observed depends on both genetic and environmental factors. (HS-LS3-2),(HS-LS3-3) Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. Relate the structure of each of the major plant organs and tissues to physiological processes. Relate the structure of each of the major plant organs and tissues to physiological processes. Relate parts of plants, such as leaf, stem, root, seed, and flower, to the functions of food production, support, water transport, and reproduction. Recognize major plant parts, such as root, stem, leaf, and flower. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. (HS-LS3-2) Current models predict that, although future regional climate changes will be complex and varied, average global temperatures will continue to rise. The outcomes predicted by global climate models strongly depend on the amounts of human-generated greenhouse gases added to the atmosphere each year and by the ways in which these gases are absorbed by the ocean and biosphere. (secondary to HS-ESS3-6) Manipulation of DNA in organisms has led to commercial production of biological molecules on a large scale and genetically modified organisms. Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. Recognize that cells reproduce by dividing to produce new cells that are identical (mitosis) or new cells that are different (meiosis). Identify the reactants, products, and basic functions of photosynthesis. Identify the products and function of photosynthesis. Recognize that the function of photosynthesis is to produce food for plants. Identify that cells release energy from food so the organism can use it (cellular respiration). Recognize that cells get energy from food. Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Identify that carbohydrates, fats, proteins, and nucleic acids (macromolecules) are important for human organisms. Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Identify relationships among organisms, including helping each other (mutualism); obtaining food (predation); benefiting at the expense of the other (parasitism); and competing with each other for food, space, or shelter (competition). Recognize actions that are harmful to living things. Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Recognize that plants give off oxygen that is used by animals and animals give off carbon dioxide that is used by plants. Recognize that people and animals breathe in the oxygen that plants give off. Identify ways that biotechnology has impacted society and the environment, such as the development of new medicines and farming techniques. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Recognize examples of mutual relationships between people and other living things. Recognize that animals (consumers) eat animals and plants for food. Use Mendel's laws of segregation and independent assortment to analyze patterns of inheritance. Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Describe changes in ecosystems resulting from seasonal variations, climate change and succession. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. Recognize that cancer may result when cells change or grow too fast. Discuss distinguishing characteristics of the domains and kingdoms of living organisms. Describe how mutation and genetic recombination increase genetic variation. Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. Chemical reactions in living things follow basic rules of chemistry and are usually regulated by enzymes. The scientific theory of evolution is supported by multiple forms of scientific evidence. All living things are composed of four basic categories of macromolecules and share the same basic needs for life. Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. Describe the scientific explanations of the origin of life on Earth. Identify that there are scientific explanations of the origin of life on Earth. Recognize that there are scientific explanations of how life began. Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature. Recognize that living things in oceans and fresh water are affected by the location, availability of light, depth of the water, and temperature. Recognize that living things in bodies of water are affected by the location and depth of the water. Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell. Identify traits that plants and animals, including humans, inherit. Recognize that a substance called DNA carries genetic information in all organisms, and changes (mutations) in DNA can be helpful or harmful to an organism. Recognize that organisms can interact with other organisms in an ecosystem to help each other (mutualism), to obtain food (predation), and to benefit at expense of the other (parasitism). Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. Relate the structure of each of the major plant organs and tissues to physiological processes. Relate parts of plants, such as leaf, stem, root, seed, and flower, to the functions of food production, support, water transport, and reproduction. Recognize major plant parts, such as root, stem, leaf, and flower. Manipulation of DNA in organisms has led to commercial production of biological molecules on a large scale and genetically modified organisms. Florida Test Prep Workbook Credits, Pearson Miller & Levine Biology Florida Edition Teacher Resources Container Assessment Download Center Intended Role: Instructor Teacher eText: The Nature of Life and Problem-Based Learning Intended Role: Instructor PBL Answer Key: Water, Water Everywhere Intended Role: Instructor PBL Teacher Support: Solving Local and Global Water Scarcity Intended Role: Instructor PBL Answer Key: Solar Still Made of Bubble Wrap could Purify Water for the Poor Intended Role: Instructor PBL Teacher Support: Design and Build Your Solar Still Intended Role: Instructor PBL Answer Key: Optimize Solar Stills Intended Role: Instructor PBL Teacher Support: Redesign and Retest Your Solar Still Intended Role: Instructor PBL Answer Key: Solving Local and Global Water Scarcity Intended Role: Instructor Benchmark Test Answer Key: Unit 1: The Nature of Life Intended Role: Instructor Teacher eText: The Science of Biology Intended Role: Instructor Foundations Teacher Support: The Science of Biology Intended Role: Instructor Teacher eText: What Is Science? 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Intended Role: Instructor Answer Key: Characteristics of Aquatic Ecosystems Intended Role: Instructor Answer Key: Where Organisms Live Intended Role: Instructor Quiz Answer Key: Biomes and Aquatic Ecosystems Intended Role: Instructor Teacher eText: The Biosphere Intended Role: Instructor Test Answer Key: The Biosphere Intended Role: Instructor FL EOC Test Answer Key: The Biosphere Intended Role: Instructor HHMI Teacher Support: A Biologist in Gorongosa At A Glance Film Guide Intended Role: Instructor HHMI Teacher Support: A Biologist in Gorongosa In-Depth Film Guide Intended Role: Instructor Teacher eText: Ecosystems Intended Role: Instructor Foundations Teacher Support: Ecosystems Intended Role: Instructor Teacher eText: Energy, Producers, and Consumers Intended Role: Instructor Teacher Support: Producers and Consumers Intended Role: Instructor Answer Key: Producers and Consumers Intended Role: Instructor Teacher Support: Ocean and Oxygen Concentration Intended Role: Instructor Answer Key: Chemosynthesis and Photosynthesis: The Flow of Energy Intended Role: Instructor Quiz Answer Key: Energy, Producers, and Consumers Intended Role: Instructor Teacher eText: Energy Flow in Ecosystems Intended Role: Instructor Teacher Support: Pass It Along Intended Role: Instructor Answer Key: Ecological Pyramids Intended Role: Instructor Teacher Support: How Can You Model Energy Flow in Ecosystems? Intended Role: Instructor Answer Key: Science Skills Activity: Food Web Intended Role: Instructor PBL Answer Key: Food Webs and Invasives Intended Role: Instructor Quiz Answer Key: Energy Flow in Ecosystems Intended Role: Instructor Teacher eText: Cycles of Matter Intended Role: Instructor Teacher Support: It's Raining, It's Pouring Intended Role: Instructor Answer Key: BiogFL EOChemical Cycles Intended Role: Instructor Answer Key: Construct a Wetland Intended Role: Instructor Teacher Support: The Effect of Fertilizer on Algae Intended Role: Instructor Teacher Support: The Effect of Fertilizer on Algae Intended Role: Instructor Quiz Answer Key: Cycles of Matter Intended Role: Instructor Teacher eText: Ecosystems Intended Role: Instructor Test Answer Key: Ecosystems Intended Role: Instructor FL EOC Test Answer Key: Ecosystems Intended Role: Instructor HHMI Teacher Support: A Biologist in Gorongosa At A Glance Film Guide Intended Role: Instructor HHMI Teacher Support: A Biologist in Gorongosa In-Depth Film Guide Intended Role: Instructor HHMI Teacher Support: Creating Chains and Webs Intended Role: Instructor Teacher eText: Populations Intended Role: Instructor Foundations Teacher Support: Populations Intended Role: Instructor Teacher eText: How Populations Grow Intended Role: Instructor Answer Key: Describing Populations Intended Role: Instructor Answer Key: Population Changes of Giant Pandas Intended Role: Instructor Teacher Support: Estimating Population Size Intended Role: Instructor Teacher Support: Estimating Population Size Intended Role: Instructor Quiz Answer Key: How Populations Grow Intended Role: Instructor Teacher eText: Limits to Growth Intended Role: Instructor Answer Key: Limiting Factors Intended Role: Instructor Teacher Support: Monarchs in Decline Intended Role: Instructor PBL Answer Key: Pythons in the Everglades Intended Role: Instructor PBL Teacher Support: Controlling Local Invasives Intended Role: Instructor Quiz Answer Key: Limits to Growth Intended Role: Instructor Teacher eText: Human Population Growth Intended Role: Instructor Teacher Support: Modeling Population Changes Intended Role: Instructor Answer Key: Human Population Growth Intended Role: Instructor Answer Key: Investigate Population Growth Rates Intended Role: Instructor Quiz Answer Key: Human Population Growth Intended Role: Instructor Teacher eText: Populations Intended Role: Instructor Test Answer Key: Populations Intended Role: Instructor FL EOC Test Answer Key: Populations Intended Role: Instructor Teacher eText: Communities and Ecosystem Dynamics Intended Role: Instructor Foundations Teacher Support: Communities and Ecosystem Dynamics Intended Role: Instructor Teacher eText: Habitats, Niches, and Species Interactions Intended Role: Instructor Teacher Support: Fitting In Intended Role: Instructor Teacher Support: Predator-Prey Dynamics: Case Study Intended Role: Instructor Answer Key: Symbiotic Relationships Intended Role: Instructor Answer Key: Life on the Reef Intended Role: Instructor PBL Answer Key: To Tame a "Wave" of Invasive Bugs, Park Service Introduces Predator Beetles Intended Role: Instructor Quiz Answer Key: Habitats, Niches, and Species Interactions Intended Role: Instructor Teacher eText: Succession Intended Role: Instructor Teacher Support: Disturbances Intended Role: Instructor Teacher Support: How Does Succession Occur? Intended Role: Instructor Answer Key: Comparing Types of Succession Intended Role: Instructor Answer Key: Identifying Disturbances Intended Role: Instructor Quiz Answer Key: Succession Intended Role: Instructor Teacher eText: Biodiversity, Ecosystems, and Resilience Intended Role: Instructor Answer Key: Biodiversity in Ecosystems Intended Role: Instructor Answer Key: Designing a Rainwater Capture System Intended Role: Instructor Teacher Support: Biodiversity on the Forest Floor Intended Role: Instructor Teacher Support: Biodiversity on the Forest Floor Intended Role: Instructor Quiz Answer Key: Biodiversity, Ecosystems, and Resilience Intended Role: Instructor Teacher eText: Communities and Ecosystem Dynamics Intended Role: Instructor Test Answer Key: Communities and Ecosystem Dynamics Intended Role: Instructor FL EOC Test Answer Key: Communities and Ecosystem Dynamics Intended Role: Instructor HHMI Teacher Support: Niche Partitioning Activity Intended Role: Instructor Teacher eText: Humans and Global Change Intended Role: Instructor Foundations Teacher Support: Humans and Global Change Intended Role: Instructor Teacher eText: Ecological Footprints Intended Role: Instructor Answer Key: The Great Acceleration Intended Role: Instructor Answer Key: Wetland Restoration Intended Role: Instructor Teacher Support: Calculating Ecological Footprint Intended Role: Instructor Teacher Support: Calculating Ecological Footprint Intended Role: Instructor Quiz Answer Key: Ecological Footprints Intended Role: Instructor Teacher eText: Causes and Effects of Global Change Intended Role: Instructor Teacher Support: How Does Acid Affect Shells?: Case Study Intended Role: Instructor Answer Key: Human Impact on Ecosystems Intended Role: Instructor PBL Answer Key: Controlling Invasives Intended Role: Instructor Quiz Answer Key: Causes and Effects of Global Change Intended Role: Instructor Teacher eText: Measuring and Responding to Change Intended Role: Instructor Teacher Support: Results of Climate Change Intended Role: Instructor Teacher Support: Evidence in Ice: Case Study Intended Role: Instructor Answer Key: Identifying Impact of Climate Change Intended Role: Instructor Answer Key: Plan an Urban Tree Planting Intended Role: Instructor Quiz Answer Key: Measuring and Responding to Change Intended Role: Instructor Teacher eText: Sustainability Intended Role: Instructor Answer Key: Sustainable Development Intended Role: Instructor Answer Key: Biogas Farming Intended Role: Instructor Quiz Answer Key: Sustainability Intended Role: Instructor Teacher eText: Humans and Global Change Intended Role: Instructor Test Answer Key: Humans and Global Change Intended Role: Instructor FL EOC Test Answer Key: Humans and Global Change Intended Role: Instructor HHMI Teacher Support: A Biologist in Gorongosa At A Glance Film Guide Intended Role: Instructor HHMI Teacher Support: A Biologist in Gorongosa In-Depth Film Guide Intended Role: Instructor Teacher eText: Cells and Problem-Based Learning Intended Role: Instructor PBL Answer Key: Energy and Life Intended Role: Instructor PBL Teacher Support: Power From Pond Scum Intended Role: Instructor PBL Teacher Support: What Structures Make Up Algal Cells? Intended Role: Instructor PBL Answer Key: Gold Rush for Algae Intended Role: Instructor PBL Teacher Support: Raising Algae for Biofuels Intended Role: Instructor PBL Answer Key: Algae and Biofuels Intended Role: Instructor PBL Answer Key: Optimizing Algal Growth 1 Intended Role: Instructor PBL Answer Key: Optimizing Algal Growth 2 Intended Role: Instructor PBL Answer Key: Power From Pond Scum Intended Role: Instructor Benchmark Test Answer Key: Unit 3: Cells Intended Role: Instructor Teacher eText: Cell Structure and Function Intended Role: Instructor Foundations Teacher Support: Cell Structure and Function Intended Role: Instructor Teacher eText: Life Is Cellular Intended Role: Instructor Teacher Support: What Is a Cell? Intended Role: Instructor Answer Key: Prokaryotes and Eukaryotes Intended Role: Instructor Answer Key: Microscopes Intended Role: Instructor Quiz Answer Key: Life is Cellular Intended Role: Instructor Teacher eText: Cell Structure Intended Role: Instructor Teacher Support: Structure and Function Intended Role: Instructor Teacher Support: How Can You Make a Model of a Cell? Intended Role: Instructor Answer Key: Cell Structure Intended Role: Instructor Answer Key: Specialized Cells Intended Role: Instructor PBL Teacher Support: What Structures Make Up Algal Cells? Intended Role: Instructor Quiz Answer Key: Cell Structure Intended Role: Instructor Teacher eText: Cell Transport Intended Role: Instructor Answer Key: Osmosis Intended Role: Instructor Answer Key: Cell Transport in Plants Intended Role: Instructor Teacher Support: Detecting Diffusion Intended Role: Instructor Teacher Support: Detecting Diffusion Intended Role: Instructor Quiz Answer Key: Cell Transport Intended Role: Instructor Teacher eText: Homeostasis and Cells Intended Role: Instructor Answer Key: Multicellular Life Intended Role: Instructor Teacher Support: Mitochondria in a Mouse: Case Study Intended Role: Instructor Answer Key: Maintaining Homeostasis Intended Role: Instructor PBL Teacher Support: Raising Algae for Biofuels Intended Role: Instructor Quiz Answer Key: Homeostasis and Cells Intended Role: Instructor Teacher eText: Cell Structure and Function Intended Role: Instructor Test Answer Key: Cell Structure and Function Intended Role: Instructor FL EOC Test Answer Key: Cell Structure and Function Intended Role: Instructor Enrichment: Rehydrating Athletes STEM Activity Teacher Support Intended Role: Instructor Teacher eText: Photosynthesis Intended Role: Instructor Foundations Teacher Support: Ecosystems Intended Role: Instructor Teacher eText: Energy and Life Intended Role: Instructor Teacher Support: How Do Organisms Capture and Use Energy? Intended Role: Instructor Answer Key: ATP and Energy Intended Role: Instructor Answer Key: Amazing Autotrophs Intended Role: Instructor PBL Answer Key: Gold Rush for Algae Intended Role: Instructor Quiz Answer Key: Energy and Life Intended Role: Instructor Teacher eText: Photosynthesis: An Overview Intended Role: Instructor Answer Key: A Model of Photosynthesis Intended Role: Instructor Answer Key: The Effect of Light on the Rate of Photosynthesis Intended Role: Instructor Teacher Support: Plant Pigments and Photosynthesis Intended Role: Instructor Teacher Support: Plant Pigments and Photosynthesis Intended Role: Instructor Quiz Answer Key: Photosynthesis: An Overview Intended Role: Instructor Teacher eText: The Process of Photosynthesis Intended Role: Instructor Teacher Support: A Look Into the Future Intended Role: Instructor Teacher Support: Rates of Photosynthesis Intended Role: Instructor Answer Key: The Details of Photosynthesis Intended Role: Instructor Answer Key: Photosynthesis and Cellular Respiration Intended Role: Instructor Quiz Answer Key: The Process of Photosynthesis Intended Role: Instructor Teacher eText: Photosynthesis Intended Role: Instructor Test Answer Key: Photosynthesis Intended Role: Instructor FL EOC Test Answer Key: Photosynthesis Intended Role: Instructor Enrichment: Optimal Conditions STEM Activity Teacher Support Intended Role: Instructor Teacher eText: Cellular Respiration Intended Role: Instructor Foundations Teacher Support: Cellular Respiration Intended Role: Instructor Teacher eText: Cellular Respiration: An Overview Intended Role: Instructor Teacher Support: You Are What You Eat: Case Study Intended Role: Instructor Answer Key: Cellular Respiration Intended Role: Instructor PBL Answer Key: Algae and Biofuels Intended Role: Instructor Quiz Answer Key: Cellular Respiration: An Overview Intended Role: Instructor Teacher eText: The Process of Cellular Respiration Intended Role: Instructor Teacher Support: Maximizing Surface Area Intended Role: Instructor Answer Key: The Mechanics of Cellular Respiration Intended Role: Instructor Answer Key: Exercise and Mitochondria Intended Role: Instructor Teacher Support: Making a Model of Cellular Respiration Intended Role: Instructor Teacher Support: Making a Model of Cellular Respiration Intended Role: Instructor Quiz Answer Key: The Process of Cellular Respiration Intended Role: Instructor Teacher eText: Fermentation Intended Role: Instructor Teacher Support: Rise Up: Case Study Intended Role: Instructor Answer Key: Comparing Cellular Respiration and Fermentation Intended Role: Instructor Answer Key: Fermentation and Exercise Intended Role: Instructor Quiz Answer Key: Fermentation Intended Role: Instructor Teacher eText: Cellular Respiration Intended Role: Instructor Test Answer Key: Cellular Respiration Intended Role: Instructor FL EOC Test Answer Key: Cellular Respiration Intended Role: Instructor Enrichment: Cellular Respiration and Energy STEM Activity Teacher Support Intended Role: Instructor Teacher eText: Cell Growth and Division Intended Role: Instructor Foundations Teacher Support: Cell Growth and Division Intended Role: Instructor Teacher eText: Cell Growth, Division, and Reproduction Intended Role: Instructor Teacher Support: What Limits the Sizes of Cells? Intended Role: Instructor Answer Key: Limits to Cell Size Intended Role: Instructor PBL Answer Key: Optimizing Algal Growth 1 Intended Role: Instructor PBL Answer Key: Optimizing Algal Growth 2 Intended Role: Instructor Quiz Answer Key: Cell Growth, Division, and Reproduction Intended Role: Instructor Teacher eText: The Process of Cell Division Intended Role: Instructor Teacher Support: Make a Model of Mitosis Intended Role: Instructor Answer Key: Exploring Mitosis Intended Role: Instructor Answer Key: Exploring the Cell Cycle Intended Role: Instructor Quiz Answer Key: The Process of Cell Division Intended Role: Instructor Teacher eText: Regulating the Cell Cycle Intended Role: Instructor Teacher Support: The Rise and Fall of Cyclins Intended Role: Instructor Answer Key: Regulating Cell Growth Intended Role: Instructor Answer Key: Investigating Cell Regulation Intended Role: Instructor Quiz Answer Key: Regulating the Cell Cycle Intended Role: Instructor Teacher eText: Cell Differentiation Intended Role: Instructor Answer Key: Cell Differentiation Intended Role: Instructor Answer Key: Growing New Limbs Intended Role: Instructor Teacher Support: Regeneration in Planaria Intended Role: Instructor Teacher Support: Regeneration in Planaria Intended Role: Instructor Quiz Answer Key: Cell Differentiation Intended Role: Instructor Teacher eText: Cell Growth and Division Intended Role: Instructor Test Answer Key: Cell Growth and Division Intended Role: Instructor FL EOC Test Answer Key: Cell Growth & Division Intended Role: Instructor HHMI Teacher Support: Cancer Patients Activity Intended Role: Instructor HHMI Teacher Support: Classifying Genes Intended Role: Instructor HHMI Teacher Support: Cancer Discovery Activities Overview Intended Role: Instructor Teacher eText: Genetics and Problem-Based Learning Intended Role: Instructor PBL Answer Key: Why Break Nature's Code? Reasons to Create a GMO Animal Intended Role: Instructor PBL Teacher Support: Genetic Modification of Animals Intended Role: Instructor PBL Teacher Support: Heredity and Genetically Modified Organisms Intended Role: Instructor PBL Answer Key: Zika and Genetically-Modified Mosquitos 1 Intended Role: Instructor PBL Answer Key: Zika and Genetically-Modified Mosquitos 2 Intended Role: Instructor PBL Answer Key: Transforming an Animal Intended Role: Instructor PBL Answer Key: Genes Essential to Life Found in Mouse Mutants are Related to Many Human Disease Genes Intended Role: Instructor PBL Teacher Support: Design Evaluation Criteria for Uses of GM Animals Intended Role: Instructor PBL Answer Key: Genetic Modification of Animals Intended Role: Instructor Benchmark Test Answer Key: Unit 4: Genetics Intended Role: Instructor Teacher eText: Introduction to Genetics Intended Role: Instructor Foundations Teacher Support: Introduction to Genetics Intended Role: Instructor Teacher eText: The Work of Gregor Mendel Intended Role: Instructor Teacher Support: Analyzing Inheritance Intended Role: Instructor Teacher Support: Simulating Segregation Intended Role: Instructor Answer Key: Examining Mendel's Pea Plant Experiments Intended Role: Instructor Answer Key: Dominant or Recessive? Intended Role: Instructor Quiz Answer Key: The Work of Gregor Mendel Intended Role: Instructor Teacher eText: Applying Mendel's Principles Intended Role: Instructor Teacher Support: Tossing Coins Intended Role: Instructor Answer Key: Using Punnett Squares Intended Role: Instructor Answer Key: Guinea Pig Genetics Intended Role: Instructor PBL Teacher Support: Heredity and Genetically Modified Organisms Intended Role: Instructor Quiz Answer Key: Applying Mendel's Principles Intended Role: Instructor Teacher eText: Other Patterns of Inheritance Intended Role: Instructor Teacher Support: Human Blood Types Intended Role: Instructor Answer Key: Beyond Dominant and Recessive Intended Role: Instructor Answer Key: Lily Breeding Intended Role: Instructor Quiz Answer Key: Other Patterns of Inheritance Intended Role: Instructor Teacher eText: Meiosis Intended Role: Instructor Answer Key: The Process of Meiosis Intended Role: Instructor Answer Key: Morgan and Sturtevant Intended Role: Instructor Teacher Support: A Model of Meiosis Intended Role: Instructor Teacher Support: A Model of Meiosis Intended Role: Instructor Quiz Answer Key: Meiosis Intended Role: Instructor Teacher eText: Introduction to Genetics Intended Role: Instructor Test Answer Key: Test: Introduction to Genetics Intended Role: Instructor FL EOC Test Answer Key: Introduction to Genetics Intended Role: Instructor HHMI Teacher Support: Evolving Switches At A Glance Film Guide Intended Role: Instructor HHMI Teacher Support: Evolving Switches In-Depth Film Guide Intended Role: Instructor HHMI Teacher Support: Using Crosses to Analyze a Stickleback Trait Intended Role: Instructor Teacher eText: DNA Intended Role: Instructor Foundations Teacher Support: DNA Intended Role: Instructor Teacher eText: Identifying the Substance of the Gene Intended Role: Instructor Answer Key: Substance in Genes Intended Role: Instructor Answer Key: Experiments with DNA Intended Role: Instructor Teacher Support: Using DNA to Identify Species Intended Role: Instructor Teacher Support: Using DNA to Identify Species Intended Role: Instructor Quiz Answer Key: Identifying the Substance of the Gene Intended Role: Instructor Teacher eText: The Structure of DNA Intended Role: Instructor Teacher Support: Chargaff's Rule Intended Role: Instructor Answer Key: DNA Structure Intended Role: Instructor Answer Key: Analyzing DNA Structure Intended Role: Instructor Quiz Answer Key: The Structure of DNA Intended Role: Instructor Teacher eText: DNA Replication Intended Role: Instructor Teacher Support: A Perfect Copy Intended Role: Instructor Answer Key: DNA Replication Intended Role: Instructor Teacher Support: Modeling DNA Replication Intended Role: Instructor Answer Key: Replicating DNA Intended Role: Instructor Quiz Answer Key: DNA Replication Intended Role: Instructor Teacher eText: DNA Intended Role: Instructor Test Answer Key: DNA Intended Role: Instructor FL EOC Test Answer Key: DNA Intended Role: Instructor HHMI Teacher Support: The Double Helix At A Glance Film Guide Intended Role: Instructor HHMI Teacher Support: The Double Helix In-Depth Film Guide Intended Role: Instructor HHMI Teacher Support: Pulse Chase Primer: The Meselson-Stahl Experiment Intended Role: Instructor Teacher eText: RNA and Protein Synthesis Intended Role: Instructor Foundations Teacher Support: RNA and Protein Synthesis Intended Role: Instructor Teacher eText: RNA Intended Role: Instructor Teacher Support: How Can You Model DNA and RNA? Intended Role: Instructor Answer Key: DNA and RNA Intended Role: Instructor Answer Key: Reverse Transcription Intended Role: Instructor Quiz Answer Key: RNA Intended Role: Instructor Teacher eText: Ribosomes and Protein Synthesis Intended Role: Instructor Teacher Support: The Flow of Information Intended Role: Instructor Answer Key: The Genetic Code Intended Role: Instructor Teacher Support: Crack the Code Intended Role: Instructor Answer Key: Where is RNA Made? And Where Does it Go? Intended Role: Instructor Quiz Answer Key: Ribosomes and Protein Synthesis Intended Role: Instructor Teacher eText: Gene Regulation and Expression Intended Role: Instructor Answer Key: Gene Regulation Intended Role: Instructor PBL Answer Key: Zika and Genetically-Modified Mosquitos 1 Intended Role: Instructor PBL Answer Key: Zika and Genetically-Modified Mosquitos 2 Intended Role: Instructor Quiz Answer Key: Gene Regulation and Expression Intended Role: Instructor Teacher eText: Mutations Intended Role: Instructor Teacher Support: The Effects of Mutations Intended Role: Instructor Answer Key: Mutations Intended Role: Instructor Answer Key: Investigating Point Mutations Intended Role: Instructor Teacher Support: The Effect of Mutations Intended Role: Instructor Teacher Support: The Effect of Mutations Intended Role: Instructor Quiz Answer Key: Mutations Intended Role: Instructor Teacher eText: RNA and Protein Synthesis Intended Role: Instructor Test Answer Key: RNA and Protein Synthesis Intended Role: Instructor FL EOC Test Answer Key: RNA and Protein Synthesis Intended Role: Instructor HHMI Teacher Support: Evolving Switches At A Glance Film Guide Intended Role: Instructor HHMI Teacher Support: Evolving Switches In-Depth Film Guide Intended Role: Instructor HHMI Teacher Support: Modeling the Regulatory Switches of Pitx1 Intended Role: Instructor Teacher eText: The Human Genome Intended Role: Instructor Foundations Teacher Support: The Human Genome Intended Role: Instructor Teacher eText: Human Chromosomes Intended Role: Instructor Teacher Support: Yes, No, or Maybe Intended Role: Instructor Teacher Support: How Can You Analyze a Pedigree? Intended Role: Instructor Answer Key: Human Inheritance Intended Role: Instructor Answer Key: Colorblindness Intended Role: Instructor Quiz Answer Key: Human Chromosomes Intended Role: Instructor Teacher eText: Human Genetic Disorders Intended Role: Instructor Teacher Support: Chromosome Disorders Intended Role: Instructor Teacher Support: The Geography of Malaria Intended Role: Instructor Answer Key: Genetic Disorders Intended Role: Instructor Answer Key: Muscle Fibers Intended Role: Instructor Quiz Answer Key: Human Genetic Disorders Intended Role: Instructor Teacher eText: Studying the Human Genome Intended Role: Instructor Teacher Support: The Smallest Scissors in the World Intended Role: Instructor Answer Key: Manipulating DNA Intended Role: Instructor Answer Key: Genomic Sequencing Intended Role: Instructor Teacher Support: Gel Electrophoresis Intended Role: Instructor Teacher Support: Gel Electrophoresis Intended Role: Instructor Quiz Answer Key: Studying the Human Genome Intended Role: Instructor Teacher eText: The Human Genome Intended Role: Instructor Test Answer Key: The Human Genome Intended Role: Instructor FL EOC Test Answer Key: The Human Genome Intended Role: Instructor HHMI Teacher Support: Natural Selection in Humans At A Glance Film Guide Intended Role: Instructor HHMI Teacher Support: Natural Selection in Humans In-Depth Film Guide Intended Role: Instructor HHMI Teacher Support: Mendelian Genetics, Pedigree, Chi-Squares Intended Role: Instructor Teacher eText: Biotechnology Intended Role: Instructor Foundations Teacher Support: Biotechnology Intended Role: Instructor Teacher eText: Changing the Living World Intended Role: Instructor Teacher Support: Can You Improve Plant Breeding? Intended Role: Instructor Answer Key: Selective Breeding Intended Role: Instructor Answer Key: Diversity in Purebred Dogs Intended Role: Instructor Quiz Answer Key: Changing the Living World Intended Role: Instructor Teacher eText: The Process of Genetic Engineering Intended Role: Instructor Teacher Support: Inserting Genetic Markers Intended Role: Instructor Answer Key: Genetic Engineering Intended Role: Instructor PBL Answer Key: Transforming an Animal Intended Role: Instructor Quiz Answer Key: The Process of Genetic Engineering Intended Role: Instructor Teacher eText: Applications of Biotechnology Intended Role: Instructor Teacher Support: The Good with the Bad Intended Role: Instructor Answer Key: Applying Biotechnology Intended Role: Instructor Answer Key: Identifying Individuals Intended Role: Instructor Teacher Support: Using DNA to Solve Crimes Intended Role: Instructor Teacher Support: Using DNA to Solve Crimes Intended Role: Instructor PBL Answer Key: Genes Essential to Life Found in Mouse Mutants are Related to Many Human Disease Genes Intended Role: Instructor Quiz Answer Key: Applications of Biotechnology Intended Role: Instructor Teacher eText: Ethics and Impacts of Biotechnology Intended Role: Instructor Teacher Support: Bioethics and You Intended Role: Instructor Teacher Support: Genetically Modified Crops in the United States Intended Role: Instructor Answer Key: Impact and Ethics of Biotechnology Intended Role: Instructor Answer Key: Genetically Modified Organisms Intended Role: Instructor PBL Teacher Support: Design Evaluation Criteria for Uses of GM Animals Intended Role: Instructor Quiz Answer Key: Ethics and Impacts of Biotechnology Intended Role: Instructor Teacher eText: Biotechnology Intended Role: Instructor Test Answer Key: Biotechnology Intended Role: Instructor FL EOC Test Answer Key: Biotechnology Intended Role: Instructor HHMI Teacher Support: DNA Profiling Intended Role: Instructor Teacher eText: Evolution and Problem-Based Learning Intended Role: Instructor PBL Answer Key: What Can Fossils Tell Us? Intended Role: Instructor PBL Teacher Support: Fossilized Evidence of Life Long Ago Intended Role: Instructor PBL Answer Key: Evidence of Evolution 1 Intended Role: Instructor PBL Answer Key: Evidence of Evolution 2 Intended Role: Instructor PBL Answer Key: Tiktaalik’s internal anatomy explains evolutionary shift from water to land Intended Role: Instructor PBL Answer Key: Radiometric Dating Intended Role: Instructor PBL Teacher Support: Design and Build a Model of Your Local Fossil Intended Role: Instructor PBL Answer Key: Fossilized Evidence of Life Long Ago Intended Role: Instructor Benchmark Test Answer Key: Unit 5: Evolution Intended Role: Instructor Teacher eText: Darwin's Theory of Evolution Intended Role: Instructor Foundations Teacher Support: Darwin's Theory of Evolution Intended Role: Instructor Teacher eText: A Voyage of Discovery Intended Role: Instructor Teacher Support: Animals in Your Ecosystem Intended Role: Instructor Teacher Support: Darwin's Voyage Intended Role: Instructor Answer Key: Darwin's Observations Intended Role: Instructor Answer Key: The Galapagos Islands Intended Role: Instructor Quiz Answer Key: A Voyage of Discovery Intended Role: Instructor Teacher eText: Ideas that Influenced Darwin Intended Role: Instructor Teacher Support: New Vegetables from Old? Intended Role: Instructor Teacher Support: Variation in Peppers Intended Role: Instructor Answer Key: Origins of Evolutionary Theories Intended Role: Instructor Answer Key: Development of Darwin's Theory Intended Role: Instructor Quiz Answer Key: Ideas that Influenced Darwin Intended Role: Instructor Teacher eText: Darwin's Theory: Natural Selection Intended Role: Instructor Teacher Support: All the Help I Can Get Intended Role: Instructor Answer Key: Discovering Natural Selection Intended Role: Instructor Answer Key: Bird Beaks Intended Role: Instructor Quiz Answer Key: Darwin's Theory: Natural Selection Intended Role: Instructor Teacher eText: Evidence of Evolution Intended Role: Instructor Teacher Support: Comparing Bones Intended Role: Instructor PBL Answer Key: Evidence of Evolution 1 Intended Role: Instructor PBL Answer Key: Evidence of Evolution 2 Intended Role: Instructor Answer Key: Darwin's Finches Intended Role: Instructor Teacher Support: Evidence of Evolution Intended Role: Instructor Teacher Support: Evidence of Evolution Intended Role: Instructor Quiz Answer Key: Evidence of Evolution Intended Role: Instructor Teacher eText: Darwin's Theory of Evolution Intended Role: Instructor Test Answer Key: Darwin's Theory of Evolution Intended Role: Instructor FL EOC Test Answer Key: Darwin's Theory of Evolution Intended Role: Instructor HHMI Teacher Support: Making of a Theory At A Glance Film Guide Intended Role: Instructor HHMI Teacher Support: The Making of a Theory In-Depth Film Guide Intended Role: Instructor HHMI Teacher Support: Reading Primary Sources: Darwin and Wallace Intended Role: Instructor Teacher eText: Evolution of Populations Intended Role: Instructor Foundations Teacher Support: Evolution of Populations Intended Role: Instructor Teacher eText: Genes and Variation Intended Role: Instructor Answer Key: Genetic Variation Intended Role: Instructor Answer Key: Allele Frequencies Intended Role: Instructor Quiz Answer Key: Genes and Variation Intended Role: Instructor Teacher eText: Evolution as Genetic Change Intended Role: Instructor Teacher Support: Birds of a Feather Intended Role: Instructor Teacher Support: Modeling Genetic Drift Intended Role: Instructor Answer Key: Genetic Change Intended Role: Instructor Answer Key: Allele Frequency Intended Role: Instructor Quiz Answer Key: Evolution as Genetic Change Intended Role: Instructor Teacher eText: The Process of Speciation Intended Role: Instructor Answer Key: Speciation Intended Role: Instructor Answer Key: Ring Species Intended Role: Instructor Teacher Support: Competing for Resources Intended Role: Instructor Teacher Support: Competing for Resources Intended Role: Instructor Quiz Answer Key: The Process of Speciation Intended Role: Instructor Teacher eText: Molecular Evolution Intended Role: Instructor Teacher Support: Molecular Evolution Intended Role: Instructor Teacher Support: Variation of Expressed Traits Intended Role: Instructor Answer Key: Development of New Genes Intended Role: Instructor Answer Key: Hox Genes and Fruit Flies Intended Role: Instructor Quiz Answer Key: Molecular Evolution Intended Role: Instructor Teacher eText: Evolution of Populations Intended Role: Instructor Test Answer Key: Test: Evolution of Populations Intended Role: Instructor FL EOC Test Answer Key: Evolution of Populations Intended Role: Instructor HHMI Teacher Support: The Beak of the Finch At A Glance Film Guide Intended Role: Instructor HHMI Teacher Support: The Beak of the Finch In-Depth Film Guide Intended Role: Instructor HHMI Teacher Support: Selective Advantage in Changing Environments Intended Role: Instructor Teacher eText: Biodiversity and Classification Intended Role: Instructor Foundations Teacher Support: Biodiversity and Classification Intended Role: Instructor Teacher eText: Finding Order in Biodiversity Intended Role: Instructor Teacher Support: Order From Chaos Intended Role: Instructor Teacher Support: Using a Dichotomous Key Intended Role: Instructor Answer Key: Classifying Organisms Intended Role: Instructor Answer Key: Discovering New Species Intended Role: Instructor Quiz Answer Key: Finding Order in Biodiversity Intended Role: Instructor Teacher eText: Modern Evolutionary Classification Intended Role: Instructor Answer Key: Cladograms Intended Role: Instructor Answer Key: Shark Classification Intended Role: Instructor Teacher Support: Construct a Cladogram Intended Role: Instructor Teacher Support: Construct a Cladogram Intended Role: Instructor Quiz Answer Key: Modern Evolutionary Classification Intended Role: Instructor Teacher eText: Biodiversity and Classification Intended Role: Instructor Test Answer Key: Test Biodiversity and Classification Intended Role: Instructor FL EOC Test Answer Key: Biodiversity and Classification Intended Role: Instructor HHMI Teacher Support: Lizards in an Evolutionary Tree At A Glance Film Guide Intended Role: Instructor HHMI Teacher Support: Lizards in an Evolutionary Tree In-Depth Film Guide Intended Role: Instructor HHMI Teacher Support: Using DNA to Explore Lizard Phylogeny Intended Role: Instructor Teacher eText: History of Life Intended Role: Instructor Foundations Teacher Support: History of Life Intended Role: Instructor Teacher eText: The Fossil Record Intended Role: Instructor Teacher Support: How Can You Model Half-Life? Intended Role: Instructor Answer Key: The Fossil Record Intended Role: Instructor PBL Answer Key: Radiometric Dating Intended Role: Instructor PBL Teacher Support: Design and Build a Model of Your Local Fossil Intended Role: Instructor Quiz Answer Key: The Fossil Record Intended Role: Instructor Teacher eText: Evolutionary Patterns and Processes Intended Role: Instructor Teacher Support: Extinctions Through Time Intended Role: Instructor Answer Key: Evolutionary Processes Intended Role: Instructor Answer Key: Identifying Evolutionary Relationships Intended Role: Instructor PBL Answer Key: Tiktaalik’s internal anatomy explains evolutionary shift from water to land Intended Role: Instructor Quiz Answer Key: Evolutionary Patterns and Processes Intended Role: Instructor Teacher eText: Earth's Early History Intended Role: Instructor Answer Key: Origin of Life Intended Role: Instructor Answer Key: Life Changes on Earth Intended Role: Instructor Teacher Support: Creating Coacervates Intended Role: Instructor Teacher Support: Creating Coacervates Intended Role: Instructor Quiz Answer Key: Earth's Early History Intended Role: Instructor Teacher eText: History of Life Intended Role: Instructor Test Answer Key: History of Life Intended Role: Instructor FL EOC Test Answer Key: History of Life Intended Role: Instructor HHMI Teacher Support: The Day the Mesozoic Died At A Glance Film Guide Intended Role: Instructor HHMI Teacher Support: The Day the Mesozoic Died In-Depth Film Guide Intended Role: Instructor HHMI Teacher Support: Weighing the Evidence for a Mass Extinction—Ocean Intended Role: Instructor Teacher eText: Diversity of Life and Problem-Based Learning Intended Role: Instructor PBL Answer Key: An Endangered Species Success Story Intended Role: Instructor PBL Teacher Support: Recovery Plans for Endangered Species Intended Role: Instructor PBL Answer Key: Pathogens and Species Recovery Programs Intended Role: Instructor PBL Teacher Support: How are plants affected by pollutants? Intended Role: Instructor PBL Answer Key: Walnut Trees May Not be Able to Withstand Climate Change Intended Role: Instructor PBL Teacher Support: What Plan Will Help an Endangered Species Recover? Intended Role: Instructor PBL Answer Key: Interacting Systems Intended Role: Instructor PBL Answer Key: Recovery Plans for Endangered Species Intended Role: Instructor Benchmark Test Answer Key: Unit 6: Diversity of Life Intended Role: Instructor Teacher eText: Viruses, Prokaryotes, Protists, and Fungi Intended Role: Instructor Foundations Teacher Support: Viruses, Prokaryotes, Protists, and Fungi Intended Role: Instructor Teacher eText: Viruses Intended Role: Instructor Teacher Support: How Do Viruses Differ in Structure? Intended Role: Instructor Answer Key: Viruses Intended Role: Instructor Answer Key: Design a Flu Vaccine Intended Role: Instructor Quiz Answer Key: Viruses Intended Role: Instructor Teacher eText: Prokaryotes Intended Role: Instructor Teacher Support: Where Are Bacteria Found? 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Intended Role: Instructor Teacher Support: Plants Make the World Go 'Round Intended Role: Instructor Answer Key: Plants Intended Role: Instructor Answer Key: History of Plants Intended Role: Instructor Teacher Support: Comparing Adaptations of Ferns and Mosses Intended Role: Instructor Teacher Support: Comparing Adaptations of Ferns and Mosses Intended Role: Instructor Quiz Answer Key: What Is a Plant? Intended Role: Instructor Teacher eText: Plant Diversity Intended Role: Instructor Teacher Support: How Do Seeds Differ from Spores? Intended Role: Instructor Teacher Support: Keeping Ferns in Check: Case Study Intended Role: Instructor Answer Key: Plant Diversity Intended Role: Instructor Answer Key: Ecological Restoration Intended Role: Instructor Quiz Answer Key: Plant Diversity Intended Role: Instructor Teacher eText: Flowers, Fruits, and Seeds Intended Role: Instructor Teacher Support: What Is the Structure of a Flower? Intended Role: Instructor Answer Key: Angiosperm Diversity Intended Role: Instructor Answer Key: Life of Angiosperms Intended Role: Instructor Quiz Answer Key: Flowers, Fruits, and Seeds Intended Role: Instructor Teacher eText: Plants Intended Role: Instructor Test Answer Key: Plants Intended Role: Instructor FL EOC Test Answer Key: Plants Intended Role: Instructor Enrichment: Stems STEM Activity Teacher Support Intended Role: Instructor Teacher eText: Plant Structure and Function Intended Role: Instructor Foundations Teacher Support: Plant Structure and Function Intended Role: Instructor Teacher eText: Roots, Stems, and Leaves Intended Role: Instructor Teacher Support: What Is the Role of Leaves in Transpiration? Intended Role: Instructor Answer Key: Plant Structure and Function Intended Role: Instructor Answer Key: Plant Leaf Adaptations Intended Role: Instructor PBL Teacher Support: How are plants affected by pollutants? 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Intended Role: Instructor PBL Answer Key: Walnut Trees May Not be Able to Withstand Climate Change Intended Role: Instructor Quiz Answer Key: Plants and People Intended Role: Instructor Teacher eText: Plant Structure and Function Intended Role: Instructor Test Answer Key: Plant Structure and Function Intended Role: Instructor FL EOC Test Answer Key: Plant Structure and Function Intended Role: Instructor HHMI Teacher Support: The Mysterious Origin of Corn At A Glance Film Guide Intended Role: Instructor HHMI Teacher Support: The Mysterious Origin of Corn In-Depth Film Guide Intended Role: Instructor HHMI Teacher Support: The Teosinte Hypothesis Intended Role: Instructor Teacher eText: Animal Evolution, Diversity, and Behavior Intended Role: Instructor Foundations Teacher Support: Animal Evolution, Diversity, and Behavior Intended Role: Instructor Teacher eText: Introduction to Animals Intended Role: Instructor Teacher Support: How Can Body Symmetry Affect Movement? 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Intended Role: Instructor Quiz Answer Key: Primate Evolution Intended Role: Instructor Teacher eText: Social Interactions and Group Behavior Intended Role: Instructor Answer Key: Social Behavior Intended Role: Instructor Answer Key: Bat Migration Patterns Intended Role: Instructor Teacher Support: The Role of Group Behavior Intended Role: Instructor Teacher Support: The Role of Group Behavior Intended Role: Instructor Quiz Answer Key: Social Interactions and Group Behavior Intended Role: Instructor Teacher eText: Animal Evolution, Diversity, and Behavior Intended Role: Instructor Test Answer Key: Animal Evolution, Diversity, and Behavior Intended Role: Instructor FL EOC Test Answer Key: Animal Evolution, Diversity, and Behavior Intended Role: Instructor HHMI Teacher Support: The Origin of Humans At A Glance Film Guide Intended Role: Instructor HHMI Teacher Support: The Origin of Humans In-Depth Film Guide Intended Role: Instructor HHMI Teacher Support: Human Feet Are Strange Intended Role: Instructor Teacher eText: Animal Systems I Intended Role: Instructor Foundations Teacher Support: Animal Systems I Intended Role: Instructor Teacher eText: Feeding and DIgestion Intended Role: Instructor Teacher Support: Protein Digestion Intended Role: Instructor Answer Key: Obtaining Food Intended Role: Instructor PBL Answer Key: Interacting Systems Intended Role: Instructor Quiz Answer Key: Feeding and DIgestion Intended Role: Instructor Teacher eText: Respiration Intended Role: Instructor Teacher Support: Hold That Breath! Intended Role: Instructor Answer Key: Respiration Intended Role: Instructor Answer Key: Fish Respiration Intended Role: Instructor Quiz Answer Key: Respiration Intended Role: Instructor Teacher eText: Circulation Intended Role: Instructor Answer Key: Animal Circulation Intended Role: Instructor Answer Key: Animal Blood Intended Role: Instructor Teacher Support: Modeling Vertebrate Hearts Intended Role: Instructor Teacher Support: Modeling Vertebrate Hearts Intended Role: Instructor Quiz Answer Key: Circulation Intended Role: Instructor Teacher eText: Excretion Intended Role: Instructor Teacher Support: Your Body's Filter Intended Role: Instructor Teacher Support: Water and Nitrogen Excretion Intended Role: Instructor Answer Key: Excretion Intended Role: Instructor Answer Key: Clam Farming Intended Role: Instructor Quiz Answer Key: Excretion Intended Role: Instructor Teacher eText: Animal Systems I Intended Role: Instructor Test Answer Key: Animal Systems I Intended Role: Instructor FL EOC Test Answer Key: Animal Systems I Intended Role: Instructor HHMI Teacher Support: The Birth and Death of Genes At A Glance Film Guide Intended Role: Instructor HHMI Teacher Support: The Birth and Death of Genes In-Depth Film Guide Intended Role: Instructor HHMI Teacher Support: Icefish Adaptations Intended Role: Instructor Teacher eText: Animal Systems II Intended Role: Instructor Foundations Teacher Support: Animal Systems II Intended Role: Instructor Teacher eText: Response Intended Role: Instructor Teacher Support: Does a Planarian Have a Head? Intended Role: Instructor Answer Key: Neurons Intended Role: Instructor Answer Key: Adaptations of Sense Organs Intended Role: Instructor Quiz Answer Key: Response Intended Role: Instructor Teacher eText: Movement and Support Intended Role: Instructor Answer Key: Skeletons, Muscles, and Joints Intended Role: Instructor Answer Key: Comparing Bones Intended Role: Instructor Quiz Answer Key: Movement and Support Intended Role: Instructor Teacher eText: Reproduction Intended Role: Instructor Teacher Support: Gestational Period Intended Role: Instructor Answer Key: Reproductive Strategies Intended Role: Instructor Answer Key: Reproduction Strategies Intended Role: Instructor Quiz Answer Key: Reproduction Intended Role: Instructor Teacher eText: Homeostasis Intended Role: Instructor Answer Key: Regulatory Systems Intended Role: Instructor Answer Key: Regulating Body Temperature Intended Role: Instructor Teacher Support: The Role of Endocrine Glands Intended Role: Instructor Teacher Support: The Role of Endocrine Glands Intended Role: Instructor Quiz Answer Key: Homeostasis Intended Role: Instructor Teacher eText: Animal Systems II Intended Role: Instructor Test Answer Key: Animal Systems II Intended Role: Instructor FL EOC Test Answer Key: Animal Systems II Intended Role: Instructor HHMI Teacher Support: The Origin of Birds At A Glance Film Guide Intended Role: Instructor HHMI Teacher Support: The Origin of Birds In-Depth Film Guide Intended Role: Instructor HHMI Teacher Support: How Did Dinosaurs Regulate Their Body Temperature? Intended Role: Instructor Teacher eText: The Human Body Intended Role: Instructor Foundations Teacher Support: The Human Body Intended Role: Instructor Teacher eText: Organization of the Human Body Intended Role: Instructor Teacher Support: How Do You Respond to an External Stimulus? Intended Role: Instructor Answer Key: The Human Body Intended Role: Instructor Answer Key: Negative Feedback Intended Role: Instructor Quiz Answer Key: Organization of the Human Body Intended Role: Instructor Teacher eText: Human Systems I Intended Role: Instructor Answer Key: Explore the Digestive, Excretory, and Cardiovascular Systems Intended Role: Instructor Answer Key: Body Systems Intended Role: Instructor Teacher Support: Exercise and Heart Rate Intended Role: Instructor Teacher Support: Exercise and Heart Rate Intended Role: Instructor Quiz Answer Key: Human Systems I Intended Role: Instructor Teacher eText: Human Systems II Intended Role: Instructor Answer Key: Muscles and Bones Intended Role: Instructor Answer Key: The Human Brain Intended Role: Instructor Quiz Answer Key: Human Systems II Intended Role: Instructor Teacher eText: Immunity and Disease Intended Role: Instructor Teacher Support: Impact of the Polio Vaccine Intended Role: Instructor Answer Key: Immune Responses Intended Role: Instructor Answer Key: Leukemia and Blood Cell Counts Intended Role: Instructor Quiz Answer Key: Immunity and Disease Intended Role: Instructor Teacher eText: The Human Body Intended Role: Instructor Test Answer Key: The Human Body Intended Role: Instructor FL EOC Test Answer Key: The Human Body Intended Role: Instructor HHMI Teacher Support: West Nile Virus—Vectors and Hosts Game Game Cards Intended Role: Instructor Google Expedition Teacher Guide: Adaptations in Extreme Environments Intended Role: Instructor End-of-Course Test Answer Key Intended Role: Instructor Pre/Post Test Answer Key Intended Role: Instructor Florida Biology Test Prep Report Intended Role: Instructor Benchmark Test Answer Key: Unit 1: The Nature of Life Intended Role: Instructor Benchmark Test Answer Key: Unit 2: Ecology Intended Role: Instructor Benchmark Test Answer Key: Unit 3: Cells Intended Role: Instructor Benchmark Test Answer Key: Unit 4: Genetics Intended Role: Instructor Benchmark Test Answer Key: Unit 5: Evolution Intended Role: Instructor Benchmark Test Answer Key: Unit 6: Diversity of Life Intended Role: Instructor Pre/Post Test Answer Key Intended Role: Instructor End-of-Course Test Answer Key Intended Role: Instructor Miller & Levine Biology Florida Teacher eText Intended Role: Instructor eText Container Miller & Levine Biology Florida Student eText