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Science Strands- Common to all high school science courses
Strands
The strands are: Nature of Science, Science as Inquiry, Science and Technology, Science in
Personal and Social Perspectives. They provide the context for teaching of the content Goals and
Objectives.
Nature of Science
This strand includes the following sections: Science as a Human Endeavor, Historical
Perspectives, and the Nature of Scientific Knowledge. These sections are designed to help
students understand the human dimensions of science, the nature of scientific thought, and the
role of science in society. Biology is rich in examples of science as a human endeavor, historical
perspectives on the development of scientific knowledge, and the nature and role of scientific
knowledge.
Strands Ideas for integrating these strands
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Strands Ideas for integrating these strands
Science as a Human Endeavor Include examples of both individual and
team contributions to the field of biology.
Intellectual honesty and an ethical tradition are
hallmarks of the practice of science. The practice is
rooted in accurate data reporting, peer review, Design inquiry activities in which all
and making findings public. This aspect of the students to collect data and report their
finding to their peers for review.
nature of science can be taught by designing
instruction that encourages students to work in
groups, design investigations, formulate Debate whether scientific peer review
hypotheses, collect data, reach conclusions, and process is adequate to trust scientists’
present their findings to their classmates. information in making policy decisions.
Assign students to investigate the biology
The content studied in biology provides an knowledge needed for diverse
opportunity to present science as the basis for occupations.
medicine, ecology, forensics, biotechnology, and
environmental studies. The diverse biology
Invite speakers from local industries and
content allows for looking at science as a vocation. services to discuss the use of biology
Scientist, artist, and technician are just a few of principles in their work. (Waste
the many careers in which a biology background is management, water and air quality,
necessary. biotechnology, pharmaceuticals, forensics,
etc)
Perhaps the most important aspect of this strand Demonstrate using newspaper and
is that science is an integral part of society and is magazine articles the importance of
therefore relevant to students' lives. understanding biology.
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The Strands: Nature of Science
Strands Ideas for integrating these strands
Historical Perspectives Be sure to include examples of both male
and female scientists from diverse
Most scientific knowledge and technological backgrounds and cultures.
advances develop incrementally from the labors of
scientists and inventors. Although science history
includes accounts of serendipitous scientific Study the contributions of key scientists
and the human drama surrounding their
discoveries, most development of scientific
accomplishments (This is list is not
concepts and technological innovation occurs in comprehensive.)
response to a specific problem or conflict. Both The obscurity of Mendel’s work
great advances and gradual knowledge building in until after his death
science and technology have profound effects on The interpersonal struggles
society. Students should appreciate the scientific involved in the discovery of DNA
thought and effort of the individuals who
contributed to these advances.
Modern breakthroughs in gene
manipulation for therapeutic purposes.
Nature of Scientific Knowledge
Much of what is understood about the nature of Compare and contrast theories and laws.
science must be explicitly addressed:
Use the theory of biological evolution for
further research and as a basis for
All scientific knowledge is tentative, although prediction on other phenomena (the
many ideas have stood the test of time and are diversity of species, the genetic
reliable for our use. relationships between species and the
fossil record) and use the gene theory as
an explanation for relationships between
one generation and the next.
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The Strands: Nature of Science
Strands Ideas for integrating these strands
Science as Inquiry Because of the importance of science as
Inquiry should be the central theme in biology. It is inquiry this aspect has been integrated
an integral part of the learning experience and into Goal 1: The learner will develop
may be used in traditional class problems and abilities necessary to do and understand
scientific inquiry.
laboratory work. The essence of the inquiry
process is to ask questions that stimulate students
to think critically and to formulate their own This idea should be integrated into the
questions. Observing, classifying, using numbers, entire course and not just taught as a
plotting graphs, measuring, inferring, predicting, separate “lab introduction” unit.
formulating models, interpreting data,
hypothesizing, and experimenting all help students
Traditional labs such as dissection and
to build knowledge and communicate what they observation of plant and animal cells could
have learned. Inquiry is the application of creative lead to open-ended explorations such as
thinking to new and unfamiliar situations. the study of a particular animal’s anatomy
in relationship to its environment and
behavior, or the effect of changing
environmental conditions on the growth of
Classical experiments confirming well-accepted yeast (or other) cells.
scientific principles may be necessary to reinforce
understanding and to teach safe and proper use of
laboratory techniques and instruments, but they There is the potential for many inquiries
such as: “Does the earthworm respond to
should not be the whole laboratory experience.
light?” “Why?” “Does temperature affect
Instead, they should be a prelude to open-ended the metabolic activity of yeast?” “Why?”
investigations in which the students have the
chance to pose questions, design experiments, Students should design solutions to
record and analyze data, and communicate their biological problems that interest them.
findings
Having students involved in research (beyond the
typical “science fair project”) contributes
immensely to their understanding of the process
of science and to their problem-solving abilities.
A solid conceptual base of scientific principles, and
knowledge of science safety, is necessary for
inquiry. Adherence to all science safety criteria and
guidelines for classroom, field, and laboratory
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experiences is imperative. Contact the Science
4
Section at DPI for information and professional
development opportunities regarding North
Carolina specific Science Safety laws, codes, and
Strands Ideas for integrating these strands
Science and Technology Provide opportunities for students to
It is impossible to learn science without developing utilize technology to collect and analyze
some appreciation of technology. Therefore, this data in laboratory settings.
strand has a dual purpose: (a) developing students'
knowledge and skills in technological design, and
Allow students to brainstorm ways that
(b) enhancing their understanding of science and technology can be used to enhance
technology. scientific study in the future.
Discuss the limitation of technology in
The methods of scientific inquiry and technological scientific study
design share many common elements including
objectivity, clear definition of the problem,
identification of goals, careful collection of
observations and data, data analysis, replication of
results, and peer review. Technological design
differs from inquiry in that it must operate within
the limitations of materials, scientific laws,
economics, and the demands of society. Together,
science and technology present many solutions to
problems of survival and enhance the quality of
life. Technological design is important to building
knowledge in biology. For example, electron
microscopes, graphic calculators, personal
computers, and magnetic resonance images have
changed our lives, increased our knowledge of
biology, and improved our understanding of the
universe.
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Strands Ideas for integrating these strands
Science in Personal and Social Design scientific resolutions for local or
Perspectives global challenges.
This strand helps students in making rational
decisions in the use of scientific and technological
Encourage debate about these resolutions
knowledge. "Understanding basic concepts and
and their consequences.
principles of science and technology should
precede active debate about the economics,
policies, politics, and ethics of various science and Study issues such as nutrition, exercise,
technology-related challenges. However, rest, and substance abuse from the
understanding science alone will not resolve local, perspective of an organism’s needs and
responses.
national, or global challenges. (NSES, p. 199). The
NSES emphasizes that "students should
understand the appropriateness and value of basic Develop the ability to assess the carrying
questions 'What can happen?' - 'What are the capacity of a given environment and its
odds?' and 'How do scientists and engineers know implied limits on population growth, as
what will happen?'" (NSES, p. 199). Students well as how technology allows
should understand the causes and extent of environmental modifications to adjust its
carrying capacity.
science-related challenges. They should become
familiar with the advances that proper application
of scientific principles and products have brought Make decisions based on evidence in the
to environmental enhancement, better energy areas of environmental stewardship and
use, reduced vehicle emissions, and improved economic realities.
human health.
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Biology Standard Course of Study/
Content Description and Suggested Activities
Goal 1
Goal 1: Learner will develop abilities necessary to do and understand scientific inquiry.
Goal 1 addresses scientific investigation. These objectives are an integral part of each of the other goals. Students must be
given the opportunity to design and conduct their own investigations in a safe laboratory. The students should use questions
and models to formulate the relationship identified in their investigations and then report and share those findings with
others.
Objective Content Description Suggested Activities
1.01 Identify biological Develop questions for investigation from a given Activities for this goal will be
problems and questions topic or problem. embedded within the other goals.
that can be answered
through scientific
investigations.
1.02 Design and conduct Student design of an experiment
scientific investigations to
answer biological questions.
Create testable Qualitative and quantitative lab
hypotheses. investigations and experiences
Identify variables.
Use a control or
Distinguish and appropriately graph dependent
comparison group when
and independent variables.
appropriate.
Select and use appropriate
measurement tools.
Collect and record data.
Organize data into charts
and graphs.
Analyze and interpret data.
Communicate findings.
Discuss the best method of graphing/presenting
particular data.
Report and share investigation results with
others.
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1.03 Formulate and revise Use questions and models to determine the Content rich inference vs.
scientific explanations and relationships between variables in investigations. observation activity (eg: "Animal
models of biological Responses to Environmental
phenomena using logic and Stimuli")
evidence to:
Explain observations.
Make inferences and
predictions.
Explain the relationship
between evidence and
explanation.
1.04 Apply safety procedures Predict safety concerns for particular experiments Safety activity
in the laboratory and in field Relate biological concepts to safety applications
studies: such as:
o Disease transmission
Recognize and avoid o Nutrition
potential hazards. o Animal care
Safely manipulate
materials and equipment
needed for scientific
investigations.
1.05 Analyze reports of Read a variety of reports of scientific Case Studies from recent
scientific investigations from research. literature in both academic
an informed scientifically
(Science, Scientific American)
literate viewpoint including
considerations of: and popular (Newsweek, USA
Appropriate sample. Today) publications.
Adequacy of
experimental
controls.
Replication of
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findings.
Alternative
interpretations of the
data.
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Goal 2
Goal 2: Learner will develop an understanding of the physical, chemical and
cellular basis of life.
Objective Content Description Suggested Activities
2.01 Compare and contrast Examine the role and importance of
the structure and functions of organic molecules to organisms.
the following organic Examples to investigate include starch, Testing for bio-molecules:
molecules: cellulose, insulin, glycogen, glucose, starch, lipids, sugars, and
enzymes, hemoglobin, fats, DNA and RNA. proteins
Carbohydrates. (Distinguish among mono, and
polysaccharides - concept not terminology)
Proteins.
Interpret results of tests for starch (iodine),
Lipids.
lipids (brown paper), monosaccharides
Nucleic Acids.
(Benedict’s Solution), and protein
(Biuret’s).
Emphasis should be on functions and
subunits of each organic molecule. For
example, enzymes are proteins composed
of long chains of amino acids that are
folded into particular shapes and that
shape determines the specific reaction that
the enzyme will catalyze. (The terms
condensation reaction, dehydration
synthesis and hydrolysis have been
deliberately excluded.)
2.02 Investigate and describe
the structure and function of
cells including: Structure and function of: nucleus, plasma Creation of cell models
membrane, cell wall, mitochondria,
vacuoles, chloroplasts, and ribosomes.
Students should be able to identify these
cell organelles. Microscope experience
Cell organelles.
Proficient use and understanding of light
microscopic techniques. Students should
determine total power magnification as
well as steps in proper microscope usage. Cell surface area to volume
Hierarchy of cell organization: Cells activity
tissuesorgans organ systems.
Structure of cells as it relates to their
specific functions.
Students should view a variety of cells with
particular emphasis on the differences
between plant and animal cells.
Chemical signals may be released by one
cell to influence the activity of another cell.
For example, a nerve cell can send a
message to a muscle cell or to another a
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nerve cell.
role of receptor proteins
Cell specialization. hormones
Communication
among cells within an
organism.
2.03 Investigate and analyze
the cell as a living system
including: Examples for exploration should include An osmosis lab / diffusion
regulation of temperature, pH, blood lab
glucose levels and water balance.
Discussion should include active vs. passive
Maintenance of transport, diffusion, osmosis, and the
homeostasis. porous nature of the semi-permeable
plasma membrane. (Pinocytosis,
phagocytosis, endocytosis, and exocytosis
have been deliberately excluded)
Given different types of cells, students Inquiry Support Activities:
Movement of should be able to predict any changes in
materials into and osmotic pressure that may occur as the cell Osmosis and the Egg
out of cells. is placed in solutions of differing
concentrations. (Emphasis is on the How do biological
processes, not terminology such as materials respond to
hypertonic, isotonic, hypotonic, turgor acids and bases? (Buffer
pressure)
lab)
Examine ATP as the source of energy for
cell activities.
Students will describe how cells store and
use energy with ATP and ADP molecules.
Activities that demonstrate
when food is burned energy
is given off (such as burning
a peanut or cheese doodle)
Energy use and
release in
biochemical
reactions.
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2.04 Investigate and describe Instruction should include investigation of: Inquiry Support Activity:
the structure and function of Properties of Enzymes
enzymes and explain their Enzymes as proteins that speed up
chemical reactions (catalyst).
importance in biological
Enzymes as re-usable and specific.
systems.
Enzymes as affected by such factors as
pH, and temperature.
Students should understand that enzymes are
necessary for all biochemical reactions and have
a general understanding of how enzymes work.
2.05 Investigate and analyze The emphasis should be placed on investigation of: Inquiry Support Activity:
the bioenergetic reactions: Yeast Fermentation
Overall equations including reactants and
products and not on memorizing
intermediate steps of these processes.
Aerobic respiration Factors which affect rate of photosynthesis Inquiry activities which
Anaerobic respiration and or cellular respiration. allow students to
Comparison and contrast of these investigate factors affecting
processes with regard to efficiency of ATP
rate of photosynthesis
formation, the types of organisms using
these processes, and the organelles and/or cellular respiration
Photosynthesis involved.
o Anaerobic respiration should
include lactic acid and alcoholic
fermentation.
Instruction should include the comparison of
anaerobic and aerobic organisms.
(Glycolysis, Kreb’s Cycle, and Electron Transport
Chain have been deliberately excluded)
(Students are not required to distinguish between
light dependent and light independent parts of
photosynthesis)
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Goal 3
Goal 3: Learner will develop an understanding of the continuity of life and the
changes of organisms over time.
Objective Content Description Suggested Activities
3.01 Analyze the molecular Instruction should include:
basis of heredity including:
Structure of DNA as compared to RNA Investigation of replication,
Complementary base pairing transcription and
Understanding that the sequence of nucleotides translation using models.
in DNA codes for proteins – the central key to
cell function and life.
Inquiry Support Activity:
How the process allows daughter cells to have
an exact copy of parental DNA. What are the effects of
Understanding of the semi-conservative nature various mutations on
of the replication process. (nature of the
DNA Replication process, not the term semi-conservative) protein synthesis?
Mutations as a change in the DNA code.
The position of replication within the cell cycle.
The importance of relatively weak hydrogen
bonds.
The recognition of protein synthesis as a process of:
Transcription that produces an RNA copy of
DNA, which is further modified into the three
types of RNA
mRNA traveling to the ribosome (rRNA)
Translation - tRNA supplies appropriate amino
acids
Amino acids linked by peptide bonds to form
polypeptides which are folded into proteins.
Use of a codon chart to determine the amino
acid sequence produced by a particular
sequence of bases.
Protein Synthesis
(transcription and
All (with a few exceptions) of an organism’s
translation)
cells have the same DNA but differ based on the
expression of genes.
differentiation of cells in multicellular
organisms
cells responding to their environment by
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producing different types and amounts of
protein.
advantages (injury repair) and
disadvantages (cancer) of the
overproduction, underproduction or
production of proteins at the incorrect
times.
Gene Regulation
3.02 Compare and contrast Instruction should include:
the characteristics of asexual
and sexual reproduction. Recognizing mitosis as a part of asexual Inquiry Support Activity:
reproduction and meiosis as a part of
sexual reproduction. Cell Cycle
Similarities and differences between
mitosis and meiosis including replication
and separation of DNA and cellular
material, changes in chromosome number,
number of cell divisions, and number of
cells produced in complete cycle. Investigation involving
Putting mitosis diagrams in order and mitosis/ meiosis simulations
describing what is occurring throughout
the process.
Students are not expected to memorize the names of
the steps or the order of the step names.
The sources of variation including:
o Crossing over.
o Random assortment of
chromosomes.
o Gene mutation
o Nondisjunction
o Fertilization
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3.03 Interpret and predict Instruction should include:
patterns of inheritance.
Identifying and determining genotypes and Inquiry Support Activity:
phenotypes.
Recognition that phenotype is the result of Genetics of Parenthood
both genotype and the environment.
A discussion of Mendel’s experiments and
laws.
Interpreting karyotypes (gender,
chromosomal abnormalities)
Understanding that dominant traits mask
recessive alleles.
There are a variety of intermediate
patterns of inheritance, including
codominance and incomplete dominance.
Dominant, recessive While teachers should not necessarily
and intermediate expect students at this level to distinguish
traits. between these forms of intermediate
inheritance on a biochemical level they
should be able to solve problems involving
apparently intermediate phenotypes. The
following discussion is included to help
teachers with understanding these
frequently confused terms.
o Incomplete dominance (also called
partial dominance) results in the
blending of traits. (Usually results
from an inactive or less active
gene so the heterozygous
phenotype appears intermediate.
E.g. Pink flowers)
o Co-dominant alleles result in the
expression of both traits. (two
different proteins are produced
and both are detected e.g. roan
cows and AB blood type.)
Autosomal inheritance patterns and
characteristics of sickle cell anemia, cystic
fibrosis, and Huntington’s disease
Solving and interpreting co-dominant
crosses involving multiple alleles.
A B
A, B, AB and O blood types (alleles: I , I ,
and i).
Determining if parentage is possible based
on blood types.
Recognizing that some traits are controlled
by more than one pair of genes.
This pattern of inheritance is identified by
the presence of a wide range of
phenotypes (consider examples of skin and
hair color).
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An understanding of human sex
chromosomes.
Solving crosses involving sex linked traits
(examples: color-blindness and
hemophilia.)
Understand why males are more likely to
express a sex-linked trait.
The importance of the genes being on
separate chromosomes as it relates to
meiosis.
How the process of meiosis leads to
independent assortment and ultimately to
greater genetic diversity.
Multiple alleles.
Given certain phenotypes suggest an
appropriate test cross to determine the
genotype of an organism.
Identify the genotypes of individuals from a
given pedigree. (students should be able to
interpret pedigrees which show phenotype
not genotype)
Solving and interpreting problems featuring
Polygenic traits. monohybrid crosses. (Parental, F1, F2
generations)
Determining parental genotypes based on
offspring ratios.
Sex linked traits.
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Independent
assortment.
Test cross.
Pedigrees.
Punnett squares.
3.04 Assess the impacts of Instruction should include:
genomics on individuals and
society. Electrophoresis lab or
simulation.
Human genome
project.
The reasons for establishing the human
genome project. Inquiry Support Activity:
Recognition that the project is useful in
determining whether individuals may carry Genetic Detective
genes for genetic conditions and in
developing gene therapy.
Gel electrophoresis as a technique to
separate molecules based on size.
Applications of (Students are not expected to know the steps of
biotechnology. gel electrophoresis in order or great detail.
They should be able to interpret the results and
have a general understanding of what takes
place during the process.)
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Uses of DNA fingerprinting
Applications of transgenic organisms
(plants, animals, & bacteria) in agriculture
and industry including pharmaceutical
applications such as the production of
human insulin.
Ethical issues and implications of genomics
and biotechnology. (stem cell research and
genetically modified organisms)
3.05 Examine the Instruction should include: Inquiry Support Activity:
development of the theory
of evolution by natural Historical development of the theory of Fishy Frequencies
evolution by natural selection.
selection including:
Biogenesis in contrast to abiogenesis with
emphasis on the experiments used to
Development of the
theory. support both ideas.
Early atmosphere hypotheses and
experiments.
The origin and How the early conditions affected the type
history of life. of organism that developed (anaerobic and
prokaryotic).
Evolution of eukaryotic and aerobic
organisms.
Fossils– relative and absolute dating
methods
A discussion of what can be inferred from
patterns in the fossil record.
Biochemical similarities.
Fossil and Shared anatomical structures.
biochemical (Patterns in embryology and homologous and
evidence. analogous vocabulary are intentionally excluded)
How variations provide material for natural
selection.
The role of geographic isolation in
speciation.
The importance of the environment in
selecting adaptations.
Mechanisms of
evolution. Discuss the evolutionary selection of
resistance to antibiotics and pesticides in
various species.
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Applications
(pesticide &
antibiotic resistance).
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Goal 4
Goal 4: Learner will develop an understanding of the unity and diversity of life.
Objective Content Description Suggested Activities
4.01 Analyze the classification Students should learn about the changing nature of
of organisms according to classification based new knowledge generated by
their evolutionary research on evolutionary relationships. Use dichotomous keys to
relationships. identify organisms.
The historical
development and History of classification system
Activities might include
changing nature of
Originally two kingdoms (plants and animals). student-created keys
classification
More kingdoms added as knowledge of the based on observable
systems. characteristics (e.g.
diversity of organisms increased.
symmetry)
Development of the seven level classification
system (KPCOFGS) and binomial
nomenclature
(The intention is that students understand that
classification systems are changed as new
knowledge is gathered. Currently, the thinking is 3
Domains with 6-7 kingdoms)
Basis of classification system
Evolutionary phylogeny, DNA and
biochemical analysis, embryology,
morphology
Interpret phylogenetic trees.
Only basic differences and similarities should be
detailed.
Similarities and
differences between Membrane bound organelles – none in
eukaryotic and prokaryotes.
prokaryotic Ribosomes in both.
organisms. Contrasts in chromosome structure.
Contrasts in size.
Compare:
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Cellular structures.
Unicellular vs. Multicellular.
Similarities and Methods of making/getting food and
differences among breaking down food to get energy.
the eukaryotic Reproduction.
kingdoms: Protists,
Fungi, Plants, and
Animals. Use dichotomous keys to identify organisms.
Classify organisms
using keys.
4.02 Analyze the processes by Teachers should help students compare and contrast Observe representative
which organisms how the organisms listed accomplish the essential life organisms from the
specified groups.
representative of the functions specified below. The focus is on physiology
following groups accomplish rather than on the names of parts. Inquiry Support
essential life functions Activity:
including: Transport – how organisms get what they Organism Newspaper
need to cells; how they move waste from Project
Unicellular protists, cells to organs of excretion.
annelid worms, Excretion – how organisms get rid of their
insects, amphibians, waste and balance their fluids (pH, salt
mammals, non- concentration, water).
vascular plants, Regulation – how organisms control body
gymnosperms and processes – hormones, nervous system.
angiosperms. Respiration – how organisms get oxygen from
the environment and release carbon
dioxide back to the environment and how
Transport, excretion, plants exchange gases.
respiration, Nutrition – how organisms break down and
regulation, nutrition, absorb foods.
synthesis, Synthesis – how organisms build necessary
reproduction, and molecules.
growth and Reproduction – sexual versus asexual, eggs,
development. seeds, spores, placental, types of
fertilization.
Growth and development – metamorphosis,
development in egg or in uterus, growth
from seed or spore.
4.03 Assess, describe and
explain adaptations affecting
survival and reproductive Investigation that includes
the observation of
success. structural adaptations
Structural
adaptations in plants
and animals (form to
Focus should be on structural adaptations from
function).
organisms that are listed in 4.02, particularly:
Feeding adaptations.
Adaptations to ensure successful
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reproduction.
Adaptations to life on land.
Disease-causing
viruses and
microorganisms. Instruction should include:
Structure of viruses.
Mutation of viruses and other
microorganisms.
Variety of disease causing (pathogenic)
agents (viruses, bacteria) including:
HIV
Influenza
Smallpox
Streptococcus (strep throat)
Emphasis should be on the relationship between
angiosperms and their pollinators.
Co-evolution.
4.04 Analyze and explain the Focus should be on the interactive role of genetics Use of case studies to
interactive role of internal and and the environment in determining a specific analyze the role of
external factors in health and response including: genetics and environment
disease: in human health.
Sickle cell anemia and malaria
Genetics. Lung/mouth cancer and tobacco use
Skin cancer, vitamin D, folic acid and sun
exposure
Diabetes (diet/exercise and genetic
interaction).
PKU and diet
Instruction should include basic understanding of:
Function and relationship of T-cells, B-cells,
Immune response. antibodies/antigens. (Overview only of
different types and roles of T and B cells: role
of memory cells, B cells make antibodies,
some T cells help B cells make antibodies,
other T cells kill infected cells.)
Passive and active immunity.
Vaccines.
Teachers should emphasize aspects of nutrition that
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contribute to:
Optimal health.
Poor nutrition (obesity, malnutrition and
specific deficiencies.)
Teachers should focus on the general life cycle (not
Nutrition. specific details), vector, symptoms, and treatments
for: Malarial parasite (Plasmodium)
Understand effects of environmental toxins
Lead
Mercury
Parasites.
Toxins.
4.05 Analyze the broad
patterns of animal behavior as
adaptations to the Taxes and instincts, including: Inquiry Support Activity:
environment.
suckling (instinct) Animal Responses to
insects moving away from or toward light Environmental Stimuli
Innate behavior.
(taxis)
migration, estivation, hibernation
Focus should be on various types of learned
Learned behavior.
behavior including:
Habituation
Imprinting
Classical conditioning (e.g. Pavlov’s dog –
stimulus association)
Trial and error (focus on concept of trial and
error learning not term operant
conditioning).
Focus should be on communication, territorial
defense, and courtship, including:
Communication within social structure using
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pheromones (ex: bees and ants).
Courtship dances.
Social behavior. Territorial defense (ex: Fighting Fish).
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Goal 5
Goal 5: Learner will develop an understanding of the ecological relationships
among organisms.
Objective Content Description Suggested
Activities/Resources
5.01 Investigate and analyze Students should be able to identify and describe Inquiry Support Activity:
the interrelationships among symbiotic relationships
organisms, populations, Campus Field Study
communities and ecosystems Mutualism
Commensalism
Parasitism
Students should be able to identify and predict
patterns in Predator /prey relationships.
Use field ecology techniques such as sampling and
quadrant studies to determine species diversity and
Techniques of field changes over time.
ecology
Explain how abiotic and biotic factors are related to
one another and their importance in ecosystems.
Abiotic and biotic
factors
Analyze how limiting factors influence carrying
Carrying capacity
capacity (e.g. food availability, competition, harsh
winter).
Interpret population growth graphs.
5.02 Analyze the flow of
energy and the cycling of
matter in the ecosystem.
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Relationship of the
carbon cycle to
photosynthesis and Investigate the carbon cycle as it relates to
respiration photosynthesis and respiration.
Trophic levels-
direction and
efficiency of energy
transfer
Analyze food chains, food webs, and energy pyramids
for direction and efficiency of energy transfer.
5.03 Assess human population Inquiry Support Activity:
and its impact on local
ecosystems and global Environmental Factors
environments: that Affect the Hatching
of Brine Shrimp
Historic and potential
Instruction should include:
changes in population
Analyze human population growth graphs
(historical and potential changes) .(See 5.01)
Factors associated
Factors influencing birth rates and death rates.
with those changes.
Effects of population size, density and resource
use on the environment.
Discussion of human impact on local ecosystems:
Acid rain
Habitat destruction
Introduced non-native species.
How changes in human population affects
populations of other organisms.
Discussion of factors that influence climate:
greenhouse effect (relate to carbon cycle and
human impact on atmospheric CO2)
natural environmental processes (e.g. volcanoes)
Climate Change.
Investigation of the direct and indirect impact of
humans on natural resources (e.g. deforestation,
pesticide use and bioaccumulation research )
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Resource use Examples of sustainable practices and stewardship.
Sustainable practices/
stewardship.
July 2007
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