Biology
Course Description
This course will survey the living world. Areas of concentration include scientific investigation, biochemistry, cytology, bioenergetics, genetics, evolution, and ecology. This is a Pennsylvania Keystone Exam course consisting of 8 units. The course follows the required curriculum as dictated by the Pennsylvania Department of Education.
Course Big Ideas
- Organisms have characteristic structures which enable functions and behaviors that allow them to grow, reproduce, and die.
- The structures, functions, and behaviors of organisms allow them to obtain, use, transport, and remove the matter and energy needed to live.
- The cycling of matter and the flow of energy within ecosystems occur through interactions among different organisms and between organisms and the physical environment.
- The characteristic structures, functions and behaviors of organisms change in predictable ways as they progress through their life cycle.
- Variation among individuals of the same species can be explained by both genetic and environmental factors.
- Offspring resemble, but are not identical to, their parents due to traits being passed from one generation to the next via genes.
- Many species live in groups, increasing the chances of survival for individuals and their relatives.
- Comparisons between species provide evidence that they evolved from common ancestors, explaining the similarities and differences between species.
- In any environment, individuals with particular traits may be more likely than others to survive and produce offspring; changes to those environments may change the traits of the individuals of populations in those areas.
- Ecosystems are complex systems that include both living (biotic) and non-living (abiotic) components that interact with each other.
- As the environment and populations of species change, there are resulting changes in ecosystems.
- Humans depend on biodiversity, the variety of species and ecosystems, for resources. Human actions can impact the diversity of species.
Course Essential Questions
- How are scientific investigations conducted?
- How do the structures of organisms enable life's functions?
- How do organisms obtain and use the matter and energy they need to live and grow?
- Which organic molecules are essential for living things and why?
- How do matter and energy move through an ecosystem?
- How do organisms obtain and use the matter and energy they need to live and grow?
- How do the structures of organisms contribute to their ability to maintain a stable internal environment, in order to enable life’s functions?
- How do organisms grow and develop?
- Why do individuals of the same species vary in how they look, function, and behave?
- How are the characteristics of one generation related to the previous generation?
- How do organisms interact in groups so as to benefit individuals?
- What evidence supports the relationship between species?
- How does genetic variation and environmental influence among organisms affect survival and reproduction?
- How do environmental changes (including humans) impact ecosystems?
Course Competencies
- Students will be able to analyze, interpret, and explain biological processes in living things.
- Students will be able to use skills in the lab to collect data, analyze, and have discussions.
- Students will be able to make predictions based on the biological basics.
- Students will be able to develop models based around biological processes
Course Assessments
- Labs
- Projects
- Summative Quizzes/Tests
Course Units
- Unit 1: Basic Biological Principles
- Unit 2: Chemistry of Life
- Unit 3: Bioenergetics
- Unit 4: Homeostasis
- Unit 5: Molecular Genetics
- Unit 6: Theoretical Genetics
- Unit 7: Evolution
- Unit 8: Ecology
Unit 1: Basic Biological Principles
- Standards
- Know
- Understanding/Key Learning
- Do
- Unit Essential Questions
- Lesson Essential Questions
- Materials/Resources
- Vocabulary
- Assessments
Standards
PA STEELS Standards
- LS.3.1.9-12.B Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms.
PA Reading and Writing in Science and Technical Subjects
- CC.3.5.11-12.C. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.
- CC.3.5.11-12.D 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.
- CC.3.5.11-12.H.Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information.
- CC.3.5.11-12.I.Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon,or concept, resolving conflicting information when possible.
- CC.3.6.11-12.H. Draw evidence from informational texts to support analysis, reflection, and research.
Know
- The scientific method is a process that is used for the understanding of biological concepts.
- Living things must have specific characteristics that distinguish them from nonliving materials.
- All living things are made of either prokaryotic or eukaryotic cells, which have distinct features.
- An organism may consist of one single cell (unicellular) or many different numbers and types of cells (multicellular).
- Systems of specialized cells within organisms help them perform the essential functions of life.
- 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.
Understanding/Key Learning
Do
- Develop an hypothesis and conduct an investigation to test that hypothesis.
- Classify things as living or nonliving.
- Identify and describe the function of the subcellular components from models, diagrams, or illustrations of prokaryotic and/or eukaryotic cells.
- Compare and contrast unicellular and multicellular organisms.
- Develop a model to illustrate the relationship between biological levels of organization and their components.
Unit Essential Questions
Lesson Essential Questions
Materials/Resources
Vocabulary
Assessments
Unit 2: Chemistry of Life
- Standards
- Know
- Understanding/Key Learning
- Do
- Unit Essential Questions
- Lesson Essential Questions
- Materials/Resources
- Vocabulary
- Assessments
Standards
PA STEELS Standards
- LS.3.1.9-12.F 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.
PA Reading and Writing in Science and Technical Subjects
- CC.3.5.11-12.C. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.
- CC.3.5.11-12.D 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.
- CC.3.5.11-12.H.Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information.
- CC.3.5.11-12.I.Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon,or concept, resolving conflicting information when possible.
- CC.3.6.11-12.C. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
- CC.3.6.11-12.H. Draw evidence from informational texts to support analysis, reflection, and research.
Know
- Endergonic and exergonic reactions convert chemical energy into either released or stored energy.
- Carbon is the basis of all large, energy-rich organic molecules made by and found in living things.
- Dehydration and hydrolysis are processes that form and break down biological molecules.
- Large, organic molecules are composed of smaller, repeating units called monomers, which have specific chemical structures and compositions. The functions of the polymers arise as a byproduct of those monomers’ structures and functions.
- Enzymes are essential organic molecules that enable the chemical reaction that supports life
Understanding/Key Learning
Do
- Describe the potential and kinetic energy changes that occur during the course of a metabolic reaction.
- Analyze properties of carbon and how they contribute to the biological molecules in relation to their structure and function.
- Model the processes that build (dehydration synthesis) and break (hydrolysis) large, organic molecules.
- Classify macromolecules by their overall structures, the structures of their monomers, and/or their functions.
- Conduct an investigation demonstrating enzymes’ fundamental roles in biochemical reactions.
Unit Essential Questions
Lesson Essential Questions
Materials/Resources
Vocabulary
Assessments
Unit 3: Bioenergetics
- Standards
- Know
- Understanding/Key Learning
- Do
- Unit Essential Questions
- Lesson Essential Questions
- Materials/Resources
- Vocabulary
- Assessments
Standards
PA STEELS Standards
- LS.3.1.9-12.E Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy.
- LS.3.1.9-12.G 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.
- LS.3.1.9-12.H Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem.
- LS.3.1.9-12.J Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions.
- LS.3.1.9-12.K Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere.
PA Reading and Writing in Science and Technical Subjects
- CC.3.5.11-12.C. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.
- CC.3.5.11-12.D 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.
- CC.3.5.11-12.H.Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information.
- CC.3.5.11-12.I.Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon,or concept, resolving conflicting information when possible.
- CC.3.6.11-12.H. Draw evidence from informational texts to support analysis, reflection, and research.
Know
- As matter and energy flow through different organizational levels of living systems, chemical elements are recombined in different ways to form different products.
- Food chains, food webs, and ecological pyramids can be used to show the movement of matter and energy in an ecosystem.
- At each trophic level in an ecosystem, matter and energy are conserved and/or recycled.
- There is an inefficiency in the transfer of energy from one trophic level to the next, which results in there generally being fewer organisms at higher levels of a food web.
- ATP, glucose, and other organic molecules are sources of usable chemical energy that the cell can use to support life processes.
- 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.
- Photosynthesis and cellular respiration (including anaerobic processes) provide most of the energy for life processes.
- The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen.
- 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.
- Photosynthesis is limited by the availability of carbon dioxide, water, light, and by the temperature of the environment.
Understanding/Key Learning
- The structures, functions, and behaviors of organisms allow them to obtain, use, transport, and remove the matter and energy needed to live.
- Ecosystems are complex systems that include both living (biotic) and non-living (abiotic) components that interact with each other.
- The cycling of matter and the flow of energy within ecosystems occur through interactions among different organisms and between organisms and the physical environment.
Do
- Interpret or build models that illustrate the movement of matter and energy in ecosystems.
- Explain why the number of trophic levels are limited in ecosystems.
- Explain how ATP, glucose, and other organic molecules provide organisms chemical energy.
- Use models of the carbon cycle to describe how carbon is exchanged among the biosphere, atmosphere, hydrosphere, and geosphere through chemical, physical, geological, and biological processes.
- Compare and contrast the processes of photosynthesis and cellular respiration by analyzing data and making models.
- Explain and model how the process of photosynthesis converts light energy into stored chemical energy.
- Illustrate and explain how cellular respiration releases chemical energy from bonds of food molecules in the chemical process.
- Investigate how limiting factors can affect photosynthesis.
Unit Essential Questions
Lesson Essential Questions
- How do food webs/chains/pyramids demonstrate matter and energy moving through ecosystems?
- How does ATP provide organisms with energy?
- How do the processes of photosynthesis and respiration show interdependence?
- What key transformations of matter and energy occur during photosynthesis?
- What key transformations of matter and energy occur during cellular respiration?
Materials/Resources
Vocabulary
Assessments
Unit 4: Homeostasis
- Standards
- Know
- Understanding/Key Learning
- Do
- Unit Essential Questions
- Lesson Essential Questions
- Materials/Resources
- Vocabulary
- Assessments
Standards
PA STEELS Standards
- LS.3.1.9-12.C Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis.
PA Reading and Writing in Science and Technical Subjects
- CC.3.5.11-12.C. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.
- CC.3.5.11-12.D 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.
- CC.3.5.11-12.H.Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information.
- CC.3.5.11-12.I.Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon,or concept, resolving conflicting information when possible.
- CC.3.6.11-12.H. Draw evidence from informational texts to support analysis, reflection, and research.
Know
- Differentiation produces and maintains a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism.
- 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.
- Organisms use energy in order to maintain body temperature and other conditions that are kept stable.
- A cell’s internal environment must be kept stable, which is done by transporting materials into and out of the cell across the plasma membrane (via passive or active transport).
Understanding/Key Learning
Do
- Outline the role of animal body systems (digestive, respiratory, circulatory, and nervous) in maintaining homeostasis.
- Predict the response that would occur as part of a feedback mechanism (either positive or negative).
- Analyze diagrams to explain how the cell membrane and cell transport contribute to maintaining homeostasis.
Unit Essential Questions
Lesson Essential Questions
Materials/Resources
Vocabulary
Assessments
Unit 5: Molecular Genetics
- Standards
- Know
- Understanding/Key Learning
- Do
- Unit Essential Questions
- Lesson Essential Questions
- Materials/Resources
- Vocabulary
- Assessments
Standards
PA STEELS Standards
- LS.3.1.9-12.A 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.
- LS.3.1.9-12.D Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms.
- LS.3.1.9-12.P Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring.
- LS.3.1.9-12.Q 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.
PA Reading and Writing in Science and Technical Subjects
- CC.3.5.11-12.C. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.
- CC.3.5.11-12.D 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.
- CC.3.5.11-12.H.Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information.
- CC.3.5.11-12.I.Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon,or concept, resolving conflicting information when possible.
- CC.3.6.11-12.H. Draw evidence from informational texts to support analysis, reflection, and research.
Know
- 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.
- DNA is replicated prior to cell division in order to make sure that once divided all cells have the correct number of chromosomes.
- Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are a source of genetic variation.
- 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.
- Karyotypes are an illustration that shows the chromosomes in an organism and can be used to determine an organism’s sex or chromosomal mutations.
- 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.
- Changes (mutations) to genes can result in changes to proteins, which can affect the structures and functions of the organism, and thereby change traits.
- Environmental factors can also cause mutations in genes, and viable mutations are inherited.
- All cells undergo a cell life cycle, including periods of growth (interphase) and a period of division (M Phase).
- 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.
- 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.
Understanding/Key Learning
- Organisms have characteristic structures which enable functions and behaviors that allow them to grow, reproduce, and die.
- The characteristic structures, functions and behaviors of organisms change in predictable ways as they progress through their life cycle.
- Variation among individuals of the same species can be explained by both genetic and environmental factors.
Do
- Explain the relationship between DNA, genes, chromosomes and proteins.
- Interpret karyotypes to determine sex and other genetic characteristics of an organism.
- Develop a model to demonstrate understanding of the process of DNA replication and its importance for cell division.
- Identify and describe gene mutations that occur resulting in genetic variation, originating either from heredity and/or environmental factors.
- Explain the different ways genes can be regulated and understand that some segments of DNA have no yet known function.
- Infer that mutations to genes can result in changes in structure and function of proteins which thereby change traits.
- Analyze diagrams of the cell cycle, differentiating between the main phases.
- Compare and contrast through illustrations between the kinds of cellular division.
- Conclude how meiosis yields genetic variation in populations.
Unit Essential Questions
Lesson Essential Questions
Materials/Resources
Vocabulary
- Central Dogma
- DNA
- Protein
- DNA replication
- Cell cycle
- Interphase
- Differentiation
- Gene expression
- Crossing Over
- Genetic variation
- Centromere
- Haploid
- Somatic cell
- Chromosomal Mutations
- Chromatids
- Parent/Daughter Cells
- Homologous Chromosomes
- Karyotypes
- RNA
- Gene
- Transcription
- Translation
- Mitosis
- Cytokinesis
- Chromosome
- Meiosis
- Sexual reproduction
- Asexual reproduction
- Diploid
- Gamete
- Gene Mutations
- Nondisjunction
- Semi-Conservative
- Nucleotide
Assessments
Unit 6: Theoretical Genetics
- Standards
- Know
- Understanding/Key Learning
- Do
- Unit Essential Questions
- Lesson Essential Questions
- Materials/Resources
- Vocabulary
- Assessments
Standards
PA STEELS Standards
- LS.3.1.9-12.P Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring.
- LS.3.1.9-12.R Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population.
PA Reading and Writing in Science and Technical Subjects
- CC.3.5.11-12.C. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.
- CC.3.5.11-12.D 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.
- CC.3.5.11-12.H.Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information.
- CC.3.5.11-12.I.Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon,or concept, resolving conflicting information when possible.
- CC.3.6.11-12.H. Draw evidence from informational texts to support analysis, reflection, and research.
Know
- Variations of inherited traits between parent and offspring arise from genetic differences that result from the subset of chromosomes (and therefore genes) inherited.
- In sexually reproducing organisms, each parent contributes half of the genes acquired (at random) by the offspring.
- Individuals have two of each chromosome and hence two alleles of each gene, one acquired from each parent. These versions may be identical or may differ from each other.
- There are multiple patterns of inheritance that can occur in organisms which result in genetic variation.
- Pedigrees illustrate patterns of inheritance in generations of organisms.
Understanding/Key Learning
Do
Unit Essential Questions
Lesson Essential Questions
Materials/Resources
Vocabulary
Assessments
Unit 7: Evolution
- Standards
- Know
- Understanding/Key Learning
- Do
- Unit Essential Questions
- Lesson Essential Questions
- Materials/Resources
- Vocabulary
- Assessments
Standards
PA STEELS Standards
- LS.3.1.9-12.O Evaluate the evidence for the role of group behavior on individual and species’ chances to survive and reproduce.
- LS.3.1.9-12.S Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.
- LS.3.1.9-12.T 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.
- LS.3.1.9-12.U 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.
- LS.3.1.9-12.W Construct an explanation based on evidence for how natural selection leads to adaptation of populations.
- LS.3.1.9-12.X 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.
PA Reading and Writing in Science and Technical Subjects
- CC.3.5.11-12.C. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.
- CC.3.5.11-12.D 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.
- CC.3.5.11-12.H.Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information.
- CC.3.5.11-12.I.Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon,or concept, resolving conflicting information when possible.
- CC.3.6.11-12.H. Draw evidence from informational texts to support analysis, reflection, and research.
Know
- 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.
- 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.
- 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.
- Anatomical similarities, including embryological development, and differences between various organisms living today and between them and organisms in the fossil record, enable the reconstruction of evolutionary history and the inference of lines of evolutionary descent.
- Genetic information, like the fossil record, provides evidence of evolution. DNA sequences vary among species, but there are many overlaps.
- Evolutionary trees can be hypothesized by comparing DNA sequences, anatomical features, and other evidence from different organisms.
- 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.
- 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.
Understanding/Key Learning
- Many species live in groups, increasing the chances of survival for individuals and their relatives.
- Variation among individuals of the same species can be explained by both genetic and environmental factors.
- Comparisons between species provide evidence that they evolved from common ancestors, explaining the similarities and differences between species.
- In any environment, individuals with particular traits may be more likely than others to survive and produce offspring; changes to those environments may change the traits of the individuals of populations in those areas.
Do
- Explain how genetic and environmental factors affect the probability of occurrences of traits within a population.
- Identify the conditions under which natural selection may occur.
- Predict how a population may change in certain conditions, specifically identifying the traits or behaviors that are adaptive for the population.
- Compare and contrast anatomical and embryological development between organisms and their fossil record.
- Use biochemical, fossil, and anatomic evidence to support the connection between different species and their common ancestor.
- Hypothesize and evaluate evolutionary trees by comparing DNA sequences, and automatic evidence.
- Evaluate the ways in which populations can change in response to changes in their physical environment, including evolving, speciating, or going extinct.
Unit Essential Questions
Lesson Essential Questions
- What conditions are necessary for the evolution by natural selection of a population?
- Beside natural selection, what other mechanisms may cause a population to evolve?
- What is the role of a population’s environment on its evolution?
- What mechanisms can lead to the divergence of one population into two, and how can these populations diverge enough to be considered distinct species?
- What evidence of evolution is seen in populations?
Materials/Resources
Vocabulary
Assessments
Unit 8: Ecology
- Standards
- Know
- Understanding/Key Learning
- Do
- Unit Essential Questions
- Lesson Essential Questions
- Materials/Resources
- Vocabulary
- Assessments
Standards
STEELS Standards
- LS.3.5.9-12.H Evaluate ways that technology and engineering can impact individuals, society, and the environment.
- LS.3.1.9-12.I Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales.
- LS.3.1.9-12.L Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales.
- LS.3.1.9-12.M 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.
- LS.3.1.9-12.N Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.
- LS.3.1.9-12.O Evaluate the evidence for the role of group behavior on individual and species’ chances to survive and reproduce.
- LS.3.1.9-12.T 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.
- LS.3.1.9-12.V Create or revise a simulation to test a solution to mitigate the adverse impacts of human activity on biodiversity.
PA Reading and Writing in Science and Technical Subjects
- CC.3.5.11-12.C. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.
- CC.3.5.11-12.D 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.
- CC.3.5.11-12.H.Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information.
- CC.3.5.11-12.I.Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon,or concept, resolving conflicting information when possible.
- CC.3.6.11-12.H. Draw evidence from informational texts to support analysis, reflection, and research.
Know
- Organisms, and populations of organisms, are dependent on their environmental interactions both with other living things and with nonliving factors.
- There are multiple species interactions; predatory and competition may reduce numbers of organisms or eliminate whole populations, mutually beneficial interactions, in contrast, may become so interdependent that each organism requires the other for survival.
- 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.
- 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 (i.e., the ecosystem is resilient), 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. Species can become extinct if they can no longer survive and reproduce in the altered 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.
Understanding/Key Learning
- Ecosystems are complex systems that include both living (biotic) and non-living (abiotic) components that interact with each other.
- As the environment and populations of species change, there are resulting changes in ecosystems.
- Humans depend on biodiversity, the variety of species and ecosystems, for resources. Human actions can impact the diversity of species.
Do
- Describe how species are reliant on their environment and other species interactions.
- Develop illustrations to explain the various interactions between species that can take place in ecosystems.
- Identify limiting factors in ecosystems that could influence carrying capacity.
- Analyze data and predict human and environmental impact on ecosystems.